The Reflexible Person

Referring to the European and especially the German education system, this article first identifies that both forms of governance in educational systems as well as pedagogical professionalization have fallen behind. We present new proposals for a substantive and evidence-based reinterpretation and reshaping of what education is and can be and how educational systems can be changed. In order to address these shortcomings, we follow suggestions of a systemic-constructivist pedagogy, and highlight concrete strategies and starting points of an awareness-based system change in the field of educational system development are pointed out. This attempt to not only rethink education, but also to shape it, is based on a critical analysis of the often stagnant internal educational reforms, and the concepts and routines that characterize these stagnant reforms. We hypothesize that, in order to break free from this stagnation, a continuous self-transforming subjectivity of the responsible actors is necessary. This explanatory framework is extended in this article to the figure of the ”reflexible person” (Arnold, 2019a), whose main characteristic is reflexibility, in the sense of being reflexive as well as flexible. The reflexible person possesses practiced and strengthened competencies for observation and reflection including of the self, as well as reinterpretation and transformation. These competences are substantiated and specified as prerequisites and effective conditions for an awareness-based system change in educational systems. In addition, possible ways of promoting and developing them are pointed out.

Affect in EMI at a German university

Englishization in German education is progressing rapidly, driven both by top-down and bottom-up forces (Lanvers & Hultgren, 2018). HE institutions are under pressure to be internationally attractive to fee-paying foreign students, but also need to offer high quality HE for home students. In the rapid move towards ‘Englishizing’ German HE institutions (Earls, 2014), little attention has been given to how stakeholders themselves – as participants but not enactors of this change – experience Englishization (Göpferich et al., 2019). This chapter explores how stakeholders experience affective dimensions of Englishization in a German HE institute. These insights can inform future training needs for English-medium instruction (EMI) staff and students. We conclude by linking our affective focus to wider development of Englishization in Germany.

THEORETICAL FUNDAMENTALS OF EDUCATION IN GERMANY IN 1933-1945.

It was found that the National Socialists paid considerable attention to education and upbringing, setting before these areas specific tasks: the dissemination and support of a new worldview. Within a few years, the face of German education was radically changed: it began to serve a single purpose - to educate fanatics who are not able to critically perceive the reality around them. The conceptual constructions of education and upbringing in the Third Flight did not differ either in the originality of thinking, which gave way to freedom due to ideology, or in the honesty of the pedagogical mind.It was established that education in the Third Reich, according to A. Hitler, should not be reduced to classes in suffocating classrooms: it had to be, according to certain age groups, supplemented by Spartan, political and military training.An analysis of the process of centralization of the education system of the Third Reich. In 1933, government decrees were passed to begin the nationalization of the entire educational system of the country from primary school to universities. The first practical steps in the implementation of this course were the decrees adopted in May 1934 on the establishment of the Imperial Ministry of Science, Education and Public Education, headed by Bernhard Rust, and the replacement of the decentralized system of educational management with a centralized one.It has been established that school textbooks have been reworked in a racist and anti-Semitic spirit. In accordance with ideological requirements, the nature of teaching certain subjects, including geography, has changed. Thus, school curricula ranged from geographical to “geopolitical” in order to suggest to young people that state borders should be constantly changing, depending on the development of Germany’s need for “living space”. There were also new items needed to prepare young people for the Nazi plans. In addition to military affairs from the 1934-1935 academic year, the discipline of “orienteering” was introduced. The network of out-of-school Nazi children’s and youth organizations is characterized: “Pimpfe”, “Jungfolk”, “Hitler Youth”, “Jungmedhen”, “Bund Deutscher Medhen”.It has been proven that during the 12 years of the Third Reich’s existence, the entire education system collapsed catastrophically when it began to be adjusted to the standards of the Nazi dictatorship. The “reforms” carried out by the Nazi leadership in the German education system had catastrophic consequences. In particular, there was a sharp decline in the level of intellectual and professional training of students; the system, which had previously enjoyed universal respect for the quality and scope of knowledge, dignity and validity, became an appendage to the Nazi Ministry of Propaganda; year after year, the level of preparation of students fell sharply at all stages - from primary school to universities.

FROM CERTIFICATES TO PERFORMANCE: A PARADIGM SHIFT AND ITS CONSEQUENCES FOR HIGHER EDUCATION RESEARCH

Against the backdrop of recent social and technological developments, the relationship between the educational system and the employment system has also changed. The “lifelong learning” paradigm is now firmly established within the field of educational research. In this article, we argue that empirical researchers have shifted using certificates to capture educational attainment, focusing instead on competence and performance. We define “performance” as the ability to react adequately and flexibly to new situations within job-related contexts. This paper thus aims to describe the shifting research paradigm in the context of political agenda-setting and presents some examples from different disciplinary perspectives to illustrate the potential of interdisciplinary research. Interdisciplinary, collaborative research, we suggest, shows great potential for providing empirical evidence to measure the consequences—intended and unintended—of political reforms in higher education. Even though our arguments and implications are formulated from the perspective of the German education and science system, their essence can also be applied to other national contexts.

Problematika Mahasiswa Pendidikan Bahasa Jerman Yang Belum Pernah Mendapatkan Pelajaran bahasa Jerman di Jenjang Pendidikan Sebelumnya

This study is aimed at knowing the problematics of german education students who have never gotten german lessons in previous education levels. This study belongs to descriptive qualitative. The population in this study is German Education students of State University of Makassar, class of 2019. The samples in the study are students of the class of 2019 who have never learned German in previous education level. The data were collected from observation and questionnaires. The results of the study are problems faced in the learning process including internal factors and external factors. The internal factors are the ability to memorize teaching materials, explore memorized teaching materials, and learning habit. Whilst external factors are academic facilities and infrastructure, teaching staff assessment policies, and the social environment on campus. The main problems are: the lack of vocabulary, difficulties in sentences structure (grammar) and the lack of ability in pronunciation.

Futures of area-based initiatives in German education: results from a quantitative Delphi survey

To support schools, improve learning outcomes, create innovative learning opportunities, and reduce social disadvantage, many countries have introduced policies to mandate or incentivize educational networks in the last decade. This study focuses on Germany, where around 80% of municipalities established area-based initiative (ABI) structures following a broad range of ABIs. However, research has revealed a gap between intentions and implementation: There is a strong bias toward governance structures, while educational aims have not been achieved.To provide a foundation for purposeful development, a Delphi study has been conducted. Based on a sample of 180 nationwide ABI experts, data was collected in two steps using an online questionnaire on preferred and probable developments in crucial ABI fields. Statistical analyses offer insights into the relation between desirability and expectation and the degree of consensus or divergence among experts. The study shows that after 10 years of experience, the discrepancy between intentions and implementation is expected to remain. Further, it reveals tendencies on the level of governance and thereby contributes to identifying the scope of ABIs. The study concludes that, for future development, it is necessary to define ABIs’ contributions to their initial aims and to reassess their legitimacy.

Solient Features of Didactics of Adult Education – A Modern Approach in 2021

DIDACTICS AND ADULT EDUCATION First of all the term adult education should be defined. According to the definition of the German Education Council (1970)1, adult education/continuing education today is understood to be the "continuation or resumption of organized learning after completion of a first phase of education of varying scope (ibid., p. 197)". Didactics does not only mean the selection of methods, but it also includes planning the respective content to be taught, defining and setting learning objectives, as well as the subsequent evaluation of the course unit (cf. Gundermann, 2019, p. 2). Didactics can be described as the competence to teach learners competently, comprehensively, and thoroughly: Didactic models can focus on content of instruction, models of teaching, and teaching staff (cf. Gundermann, 2019, p. 3). With regard to adult education, these models have been applied late compared to the other educational sectors because adult education is oriented less to state curricula but to the needs and lifeworld of its target groups.