The Heidelberg International Comprehensive School as a Peace School and UNESCO Project School.

Autor/in	Röhrs, Hermann
Titel	The Heidelberg International Comprehensive School as a Peace School and UNESCO Project School.
Quelle	In: Tertium comparationis, 11 (2005) 1, S. 82-101Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0947-9732; 1434-1697
URN	urn:nbn:de:0111-opus-33180
Schlagwörter	Mediation; Baden-Württemberg; Bildungsreform; Deutschland; Heidelberg; Kooperation; Schüler; Schule; Bildungsreform; Schulentwicklung; Internationale Schule; Mediation; Völkerverständigung; Schule; Schulentwicklung; Schulalltag; Internationale Schule; Projektschule; Schüler; Frieden; Friedensschule; Völkerverständigung; Kooperation; UNESCO (Organisation der Vereinten Nationen für Bildung, Wissenschaft, Kultur und Kommunikation); Baden-Württemberg; Deutschland; Heidelberg
Abstract	The essay provides a comprehensive account of the Heidelberg International Comprehensive School as Peace School and UNESCO Project School. First of all there is an outline of the main factors influencing the establishment of the school in 1974, these being certain approaches within the framework of education reforms, as well as the resulting Peace Education aspects. Following this there are some insights into the planning phase, which involved amongst others the Ministry of Education, The Lord Mayor, the Planning Group made up of academics, representatives of the teaching staff and parents. Examples of practice within the school are discussed; the practice is typified by its international character, e.g. links with schools in other countries, above all the high proportion of foreign children who have been integrated, through other forms of international cooperation, and finally through various topic areas pertaining to Peace Education (for instance, English lessons as a means of integrating foreign pupils, co-operation with an old people's home, environmental projects, mediation incorporating active involvement by pupils). Because of the pioneering efforts of the school in the field of Peace Education and extensive public recognition, the school was granted the status of UNESCO Project School in 2001. Overall, the article gives a differentiated overview of the basic concepts of Peace Education and of opportunities for putting these into practice within a school context. In so doing the essay once again raises our awareness of the fundamental and vital significance of Peace Education for our times, despite efforts towards globalisation. (DIPF/ Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/2