In this paper I want to give a brief introduction on the history of education in Germany. As many other countries, Germany had its ups and downs in history. Political systems had undergone changes, social values were transformed and aspects of daily life including school curriculum had undergone changes as well. To better discuss and understand the prospects, benefits and last but not least devastating outcomes and consequences of two different approaches towards education, I am choosing two examples taken out of the Germanys' past and present to make my case. Both cases have in common that they were built upon newly established values of German society. Both cases are also closely connected to either a centralized power, as it was the case for my example of the past, or a decentralized system, as it is the case up to the present day in Germany. Being a teacher and hopefully educational leader in the near future, I want to use this comparison to make people understand about a very important part of German history and how it influenced the curriculum, bearing in mind challenges, mistakes, failure, opportunities and benefits.
To do so, I will start with explaining how the curriculum was shaped by the central political power and how it could be used as a political instrument from 1933-1945, followed by the essence of curriculum in “Nazi-Germany”. After that, I will describe the transformation of curriculum, especially its subjects and school environment during that period and explain the function of formal education. In the second part of this paper, I will focus on Germany's curriculum today shaped by a decentralized political power. Thus, I will explain the essence of curriculum up to the present day, followed by challenges which influence our curriculum, subjects and school environment today, such as social and cultural integration and their affect on the curriculum. The various articles I am using to underline my case study and are in historical order. From the past to the very present. Towards the end of this paper, I want to state a very personal conclusion about the outlined facts and aspects of this paper. As I wish to become an educational leader, part of my job involves problem solving. So I will do my best to contribute to society with my ideas towards education and curriculum regarding my society's' values and beliefs.
Table of Contents
- How the education curriculum could be utilised as a social and political instrument to influence society
- The essence of curriculum in “Nazi-Germany”: centralized system
- Transformation of curriculum at the base
- Transformation of school curriculum in detail
- Function of formal education in a political system - or the other way around? After 1957
- The essence of curriculum in Germany today: a decentralized system
- Social and Cultural Integration in Germany: affects on curriculum
- Educational System and Rising Inequality: diversity in curriculum - two sided coin
Objectives and Key Themes
This paper provides a brief overview of the history of education in Germany, comparing two contrasting approaches: a centralized system during the Nazi era (1933-1945) and the current decentralized system. The author aims to highlight how political systems and societal values have shaped the curriculum, examining both the positive and negative consequences of each approach. The analysis uses case studies to illustrate the impact of these differing systems on education.
- The use of education as a social and political instrument.
- The impact of centralized versus decentralized political systems on curriculum development.
- The transformation of the curriculum under Nazi rule.
- The challenges facing the modern German education system, such as social and cultural integration and rising inequality.
- The lasting effects of historical events on German national identity and educational practices.
Chapter Summaries
How the education curriculum could be utilised as a social and political instrument to influence society: This chapter lays the groundwork for the subsequent case studies by exploring the historical debate surrounding the role of education as a tool for social and political influence. It introduces the idea that education is inherently intertwined with societal context and political systems, citing historical arguments both for and against the use of education as a deliberate instrument of social control. The chapter establishes the framework for understanding the contrasting approaches to curriculum examined in the following sections.
The essence of curriculum in “Nazi-Germany”: centralized system: This chapter delves into the drastic transformation of the German education system under Nazi rule. It contrasts the pre-1933 system, characterized by limited government oversight and a focus on classical subjects, with the subsequent centralized approach that prioritized discipline, training, and the promotion of Nazi ideology. The implementation of Gleichschaltung (synchronization) and the exclusion of Jewish individuals are highlighted as key aspects of this radical shift, demonstrating how education was weaponized to achieve political uniformity and social control. The chapter emphasizes the lasting impact of this period on Germany's national identity and educational perceptions.
Function of formal education in a political system - or the other way around?: This chapter would likely discuss the interplay between the formal education system and the broader political landscape of post-1957 Germany. It might explore the extent to which the education system reflects and reinforces existing power structures, or conversely, how it might act as a catalyst for social and political change. This analysis would likely cover shifts in curriculum content, pedagogical approaches, and the overall role of education in shaping societal values and beliefs in a post-Nazi Germany. Specific policy changes and their effects on educational outcomes might also be examined.
The essence of curriculum in Germany today: a decentralized system: This chapter focuses on the current decentralized educational system in Germany. It would examine the challenges and opportunities presented by this system, considering issues like social and cultural integration and the impact of diversity on the curriculum. The chapter likely discusses the complexities of managing a diverse student body in a decentralized system, the potential for disparities in educational outcomes, and the ongoing debate about how to best address these challenges while upholding principles of equity and inclusivity.
Keywords
German education, curriculum, centralized system, decentralized system, Nazi Germany, Gleichschaltung, social control, political instrument, social integration, cultural integration, educational inequality, national identity.
Frequently asked questions
What is the main topic of this document about German education?
This document provides an overview of the history of education in Germany, comparing a centralized system during the Nazi era (1933-1945) with the current decentralized system. It examines how political systems and societal values have shaped the curriculum.
What are the key themes explored in this document?
The key themes include the use of education as a social and political instrument, the impact of centralized versus decentralized systems on curriculum development, the transformation of the curriculum under Nazi rule, challenges facing the modern German education system like social and cultural integration and rising inequality, and the lasting effects of historical events on German national identity and educational practices.
What does the chapter on "The essence of curriculum in 'Nazi-Germany': centralized system" discuss?
This chapter delves into the transformation of the German education system under Nazi rule, contrasting the pre-1933 system with the centralized approach that prioritized discipline, Nazi ideology, and social control. It highlights the implementation of Gleichschaltung (synchronization) and the exclusion of Jewish individuals.
What does the chapter on "The essence of curriculum in Germany today: a decentralized system" cover?
This chapter focuses on the challenges and opportunities presented by the current decentralized educational system in Germany. It considers issues like social and cultural integration, the impact of diversity on the curriculum, potential disparities in educational outcomes, and how to address these challenges while upholding principles of equity and inclusivity.
What are some keywords associated with this document?
Keywords include German education, curriculum, centralized system, decentralized system, Nazi Germany, Gleichschaltung, social control, political instrument, social integration, cultural integration, educational inequality, and national identity.
How did the Nazi regime utilize education?
The Nazi regime used education as a social and political instrument to enforce political uniformity and social control. They centralized the system and radically transformed the curriculum to align with Nazi ideology.
What challenges does the modern German education system face?
The modern German education system, being decentralized, faces challenges related to social and cultural integration, managing a diverse student body, potential disparities in educational outcomes, and addressing inequality while promoting equity and inclusivity.
What is Gleichschaltung?
Gleichschaltung is a term referring to the "synchronization" of the German education system under Nazi rule, where the curriculum and educational practices were aligned with Nazi ideology and control.
What does the chapter "Function of formal education in a political system - or the other way around?" likely discuss?
This chapter probably discusses the relationship between education and political systems in post-1957 Germany, and the extent to which the education system reflects or challenges existing power structures. It would also likely cover the shifts in curriculum, pedagogy, and the role of education in shaping values and beliefs after the Nazi era.
- Quote paper
- Anonym (Author), 2015, Education in Germany. Comparing two contrasting approaches towards education and curriculum within German history, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1595610
