The Europe School in Hesse. A perspective for the school of tomorrow.

Sonst. Personen	Kubina, Christian (Hrsg.)
Institution	Hessisches Institut für Bildungsplanung und Schulentwicklung (Wiesbaden)
Titel	The Europe School in Hesse. A perspective for the school of tomorrow.
Quelle	Wiesbaden: HIBS (1995), 130 S.Verfügbarkeit
Reihe	Materialien zur Schulentwicklung. 23
Beigaben	Abbildungen; Literaturangaben 60
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-88327-333-3
Schlagwörter	Reformpädagogik; Schulreform; Schulentwicklung; Europaschule; Interkulturelle Bildung; Internationale Erziehung; Offener Unterricht; Telekommunikation; Europäische Erziehung; Europäische Integration; Hessen
Abstract	The State Europe School Programme, which was established in the Coalition Agreement of March 1991, can be seen in the framework of a conscious curricular, methodological, institutional and personnel opening up of the school. Its main aim is the further internal development of the school, based on the opening up of teaching and classes and the organization of school life. At the centre of all this is international, intercultural and ecological education. In the didactic methodological area, connections are being made to Reform Pedagogical concepts which already have a Tradition in other European countries. Against the background of the process of European unificaction, this appears to be of great importance. The introductory chapter of this book is initially concerned with indicating the consequences for the schools coming from the process of unification in Europe and putting these into an overall concept of general education - one which is not centred around a European way of seeing things, but which sees itself at the focal point of present- and future-centred work on epoch-typical "key problems" (W. Klafki). In the second contribution, the basic data of the State Europe School Programme is described and put into a concrete form (M. Büchler, G. Gräf, Chr. Kubina). Following this, there is a description of possibilities for the use of telecommunication to develop cooperation and communication between people and institutions and so to bridge large distances. This appears to be particularly important for the development of school partnerships (M. Finselbach, R. Peschke). In the following short portraits, the Europe Schools and Associated Schools give examples and insights into what they have been doing to date and report on their initial experiences in the realization of the state programme. In these it becomes clear that the aim was not for the schools to realize an optimal, ready-made basic concept, but that they themselves should determine the steps to be taken for their further development within the framework of the given criteria and that they should try to relate these steps to their own individual situation. The following report on the first three Group Conferences on Basic Principles make it clear that the participating schools see the further development of the overall concept as a joint task, that they exchange experience and that they are open to help from the outside in questions of orientation (Chr. Kubina). The closing contribution tries, without going into too much detail, to show how recognizable characteristics of the Europe School Programme fit in with a wide variety of attempts to humanize the school and give its work a pedagogical basis. The main concern is in categorizing questions about schools development in general (Chr. Kubina). The appendix gives information about the "Europa" bookcase, which is offered as a part of the project, "Die Bibliothek in der Kiste" (the library in the box) and which is intended help promote Europe-consciousness (G. Schlamp). The publication of this book should be seen as a stimulus for all who are involved with schools and who are looking for pedagogically acceptable solutions to present and future demands of society, to understand the tasks they are facing. These problems are of importance, not only for the schools which have been accepted in the State Europe School Programme, but also as far as the general perspectives for future schools development are concerned. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)