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The article discusses current transformations in the education systems worldwide. Focusing on the European Union (EU) and the Organisation for Economic Cooperation and Development (OECD) as policy actors, it argues that these transformations imply a triple economization of education policy which can be observed at all levels of the education sector. The increasing importance of these organizations in educational issues marks a transition to a "postnational constellation" also in the education field insofar as the national educational sovereignty is being at least readjusted. The economization of education policy is however not restricted to bringing education closer to the needs of the economy and to turning its services into tradable goods. Rather, it also impinges on the operative level of education. A logics of production is being implemented in the self-description of the institutions of the education system, which are no longer bureaucratically administered establishments, but are rather conceived of as managerially conducted production business in which entrepreneurial action is needed. This new governance raises the problem of democratic legitimation of political decisions which ideally combines three elements: democratic, expertocratic, and ethico-professional. The article discusses the consequences of a shift in the balance of the three components with reference to Germany.
O presente artigo discute as atuais transformações nos sistemas educacionais em todo o mundo. Tendo como foco a União Europeia (UE) e a Organização para a Cooperação e o Desenvolvimento Econômico (OCDE) como atores de políticas, seu argumento é que tais transformações implicam uma tripla "economização" da política educacional, que pode ser constatada em todos os níveis da área educacional. A importância cada vez maior dessas organizações nas questões educacionais configura uma transição para uma "constelação pós-nacional" também na área educacional, na medida em que a soberania educacional nacional está, no mínimo, passando por reajustes. No entanto, a "economização" das políticas educacionais não se limita a aproximar a educação das necessidades da economia e a transformar seus serviços em mercadorias comercializáveis. Ela também afeta o nível operacional da educação. Uma lógica de produção está sendo implementada na descrição realizada pelas próprias instituições do sistema educacional, que deixaram de ser estabelecimentos burocraticamente administrados para ser concebidos como uma atividade comercial gerencialmente controlada, uma atividade na qual uma ação empresarial se faz necessária. Esse novo tipo de administração faz surgir o problema da legitimação democrática das decisões políticas que, em termos ideais, combina três elementos: o democrático, o "expertocrático" e o ético-profissional. O artigo discute as consequências de uma mudança no equilíbrio desses três elementos no caso da Alemanha.
Die Zunahme an Gewalttaten, insbesondere durch Kinder und Jugendliche, wird in der öffentlichen und pädagogischen Diskussion weithin beklagt. Zwar zeigen zeitvergleichende Analysen, dass von einer dramatischen Erhöhung der Gewalhandlungen keine Rede sein kann; eher ist die öffentliche Sensibilität für derartige Vorfälle gestiegen. Andererseits gibt es erschreckende Beispiele für besonders brutale Übergriffe, die im öffentlichen Bewusstsein naturgemäß dominieren. Eindeutig zugenommen haben in den letzten Jahren politisch motivierte Gewalttaten, insbesondere mit rechtsextremistischem Hintergrund. Doch unabhängig davon, ob und wo die Zahl der Gewalthandlungen angestiegen ist, beinhaltet jede einzelne Tat einen Angriff auf die Menschenwürde und die politische Kultur und ruft deshalb nach Gegenmaßnahmen.
Die wissenschaftliche Praxis des Sachunterrichts ist von der Praxis des schulischen Sachunterrichts systematisch unterscheidbar. Der wissenschaftliche Sachunterricht und seine Didaktik besteht als ein eigenständiger Diskurs, der sich nicht aus einer Zusammensetzung der verschiedenen Fachwissenschaften und deren Didaktiken begründet. Er hat die Aufgabe den Bildungsauftrag des Sachunterrichts in Schule und Universität zu bestimmten. Der wissenschaftliche Diskurs des Sachunterrichts bewegt sich im Kontext der diskursiven Zusammenhänge über Kind, Sache und Welt. ...
The behavioral sciences, including most of psychology, seek to explain and predict behavior with the help of theories and models that involve concepts (e.g., attitudes) that are subsequently translated into measures. Currently, some subdisciplines such as social psychology focus almost exclusively on measures that demand reflection or even introspection when administered to persons. We argue that such a focus hinders progress in explaining behavior. One major reason is that such an exclusive focus on reflections results in common method bias, which then produces spurious relations, or in other words, low discriminant validity. Without the valid measurement of theoretical concepts, theoretical assumptions cannot be tested, and hence, theory development will be hampered. We argue that the use of a greater variety of methods would reduce these problems and would in turn foster theory building. Using a representative sample of N = 472 participants (age: M = 51.0, SD = 17.7; 54% female), we compared the validity of a classical introspective attitude measure (i.e., the New Ecological Paradigm) with that of an alternative attitude measure (i.e., the General Ecological Behavior scale). The latter measure, which was based on self-reported behavior, showed substantially better validity that we argue could aid theory development.
Mobilität ist für ältere Menschen ein hohes Gut und wirkt sich positiv auf ihre Lebensqualität aus. Wer mobil bleibt – und sei es nur im engeren Umkreis seines eigenen Wohnquartiers –, fühlt sich wohler und bleibt gesünder. Alternsforscher analysieren individuelle Verhaltensweisen und Bedürfnisse hochbetagter Menschen (80 Jahre und älter), sie schauen aber auch in die Zukunft: Wie sieht das Mobilitätsprofil der "jungen Alten" zwischen 65 und 80 Jahren aus, und wie wird es sich entwickeln, wenn die "Baby Boomer"-Generation, also die heute Fünfzigjährigen, Rentner sind?