After the OECD (Organisation for Security and Cooperation in Europe) had in the summer of 2000, the first time the results of the initiated by it presented the Programme for International Student Assessment (PISA) to the world, triggered the disastrous performance of Germany a today ongoing discourse on education from. Did the political leaders attempted to manage the "German humiliation of PISA [1] the veil of oblivion to wide, by they wanted to placate the concerned public with the establishment and development of kindergartens and day schools, triggered more into a differentiated assessment the single cause dominated discourse.
This change in perception is due no doubt in the durability of the discourse: in a regular cycle of three years, the public here recalls that do not affect by the culture ministers at the beck and budgetary interests adopted education reforms, the real problem of education disaster . Is meant by the OECD almost monotonous sounding statement that the educational opportunities in Germany are unevenly distributed, that school success depends more on the social background of adolescents and that the differentiated system "almost perfect" [2] the social selection operates.
education reforms as part of educational research request they ask, in essence a strategic reorientation of public education dar. For expediency reasons, but not the current educational policy is on it and is rather past the real problems. The recently expressed by Federal Minister Dr. Annette Schavan standard saying that absolutely everything is being done to "create conditions for equal opportunity in education" the [3] deceptive, in short, over the fact that in this respect, hardly anything happens.
The permanent stress, the school system focus intensified action to voice integration with the aim to break the reproduction of social inequality, covered the learning and education in the schools aware of realities. The formation of the whole man is standing there not in the foreground to this "to the intellectual and moral autonomy" to educate and thus "make the system compulsory for" strong [4] .
One of the most beneficial educational freedom is contrary to the common sense of the Leviathan, which the individual submits its utilitarian and recovery criteria while allowing the person access to his table, which sees itself subordinate to the universal. A school that the company production plant functioning and should be submissive people will not realize a pedagogy that devotes itself to the special and free thinking.
think is to travel
The coming of age of the individual targets the aversion all limiting and engaging and put it in a position to be even unique - unique in thought, unique in the action. Uniqueness can not consume, as the culture industry deludes the people there. The individual must be free to enjoy themselves, must conquer their own unique self. This activity, however, requires the recognition that the mind knows what it really does conquer. A certain degree of awareness and self-reflection is essential. However, this raises the question of how the alienated thought comes to his senses.
Maybe we need a local guide, pointing respectively. From locals who know to be based in thinking is taking excursions to the uninitiated, this leads into the thinking. A cartographer like he flies over the countryside, discovered this or that unknown, that arouses his interest and initiated him to stay at this or that unknown place to clear it. The low Let is never arrive, to a maximum of one being, short-lived. Similarly, the lifting of no division, but a going to maybe stop by again. Free as a bird travels the thinking spaces that have been created only with words and signs and measured.
construction of world literature as
How can children who spend their everyday lives mainly in digital worlds, motivated to read? The educationist Ben Bachmair advised to consider the media literacy of children and more instead of literary texts discontinuous texts, such as, for example, the advertising industry for specific target groups written to bring into the school reading. "This means, for example, to request the distribution of local advertising papers, placing them well at the school door." [5] no editing of these texts is important, but the "connection to the communication media consumption" [6] . Students should be given the opportunity to find their subjects in the school library. Solidified this connection but communication is not the alienation of children?
The impoverishment of the senses are the hallmarks of an increasingly technological, straight society. It creates within her the need to address the lack to compensate for unexpected impressions and information with new product innovations to do. With all the power it promotes the individualization, and ultimately the lonely, and uniform set of consumer loyalty. The modern (capitalist) media such as books that are "day by day in the sand written" [7] . They left no traces. But these tracks are the linchpin of thinking: they affect the mind to be in the midst of these tracks and remain so.
The thinking behind its mark, if it materializes. Materialization is the mapping of thought. It links Words into phrases, and names it misses the spiritual world. This creates a "text book" (Georges Perec), is a map, the orientation in a world of referral and relationship contexts. The map is not the terrain. The cartographer, it is not possible to list world en détail . For a card that would be a copy of the terrain would, therefore unnecessary.
deconstructions
Literature invites you to travel. The published book gives the reader the possibility to travel the world of the author and to discover. The traveler stays in this "Secondary world" because the laws of this world agree with what the author says. Breaks but the belief together because the differences have become too powerful katalpultiert it the traveler to the outdoor and the magic is gone. "If we are forced out of complacency or by other circumstances, this, turn the suspended disbelief (or disabled), otherwise this would further listening and watching unbearable." [ 8]
coercion to have to stop at places to contaminate the awareness and leave sooner rather than later behind would impose, German teachers often their students to the literature, such as inanimate objects treat . They are not holding on as navigators in a world unknown to the students, but to destroy its analysis and penetration methods, the openness of the map. The (inner) eye will never understand the importance of vision and therefore notice the mystery, that the terrain is home to far more detail than it first seems. affected
The Questionable, amazing, the mysterious and provoking thought, in the consciousness appearing to shed more light. This activity requires a pause - in contrast to the mindless, speedy passage through the text. The navigator keeps the students so on to reflect, explore the perceived, the experience of the meaning of the text to describe, to give an entirely different form. The design possibilities are endless. The fact that the reader is not passive consumers of texts, but rather its founder, shows uniqueness and diversity of standing in this regard intentional consciousness. Finally, the reflection supplied unthought, which manifests itself in the reflection has, even to the track within the text.
Alexander makeup
* Gilles Deleuze and Felix Guattari, A Thousand Plateaus, Capitalism and Schizophrenia, Berlin 1997, p. 668th
[1] Thomas Rausch, a plea for a new understanding of education, in: From Politics and History, 12/2005, p. 3
[2] Wolfgang Boettcher, social selection and education reform, in: From Politics and History, 12/2005, p. 7
[3] Press release (KMK) of 4 December 2007.
[4] Hartmut von Hentig think the new school, 264 Munich 1983, p.
[5] Ben Bachmair, migrant children, risk their reading and their media environment, in: From Politics and History, 28/2007, p. 33
[6] Ibid, p. 38
[7] Luciano De Crescenzo, says Heraclitus "Everything flows, 1 Edition, Munich 1997, p. 176
[8] JRR Tolkien, the good dragons are rare, 90 Stuttgart 1984, p.
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