Suchergebnisse

This article presents the results of a questionnaire on Europe. 150 students in six different countries in Northern (Norway and Sweden), Western (Belgium and The Netherlands) and Central Europe (Czech Republic and Germany) completed this questionnaire (25 per country). All students are teacher trainees; by completing the questionnaire they revealed their opinion on their teacher training study programme, the possible role of Europe in the classroom and displayed their knowledge about the European Union. - First a subjective description of the positive and negative aspect of the different teacher training programmes within the six countries is presented. Thereupon the interest of teacher training students in participating and organising European projects at school is revealed. Subsequently their possibilities of introducing Europe into the classroom are discussed. Finally their results of the exam on Europe are displayed. (DIPF/Orig.).

Franz Neumann's contributions to legal theory during the Nuremberg trials & the critiques labeled against this theory (the so-called "spearhead" theory of anti-Semitism) are evaluated. Between 1943 & 1945, Neumann & his group of research analysts in the OSS wrote detailed reports on war crimes, de-Nazification, & the postwar military government of Germany. His critics charge that, because of the belief in the spearhead theory, he failed in his moral responsibility to face up to the evidence on the Holocaust; as a result, the prosecution at Nuremberg understated the Holocaust in their case. Neumann's spearhead theory rejected the idea that the Holocaust was pursued for its own sake as genocide, & instead viewed it as a strategically applied ideology. Critics felt that the theory was excessively rationalistic & an inadequate account of the nature of anti-Semitism. In response to these critics, Neumann's political & intellectual underpinnings are examined. The case illustrates what happens when social theory is used in concrete institutional practice. M. Pflum

This contribution is part of a publication on the TEMPUS symposium to the European Conference on Educational Research (ECER) held in Edinburgh in September 2000. It was intended as a reflective, post- project evaluation of the development programme to prepare teachers to meet special educational needs (SEN) in Perm (a city of one million inhabitants 2000 km north-east from Moscow), and its continuation, extension, dissemination and effects on new related international work, including a follow-on TEMPUS-TACIS project.... The article is part of the second part of the publication, which relates the TEMPUS project to wider conditions for change in schools. It is too often assumed that such development projects involve partners in stable situations, offering possible models for a target beneficiary in transitional need and search of new anchorage.... East Germany, [ however], brings to the project its own dramatic experience of collapse and reconstruction. This chapter ... itself a collaboration between academics drawn from two formerly confronting German societies, explores key elements of teacher experience before and after the German "Wende", and illustrates the importance of teacher commitment to new approaches." What interested the authors was, "to discover how those teachers already in service in the GDR times dealt with the "Wende" and, in that context, with the transition to a new school system with changed ideological foundations; what were the effects of the "Wende" on their concepts, or more specifically, on their models of interpretation and action; and what, in the new circumstances, has been their readiness to participate in school development?" The authors took two methodological approaches: they "used the teachers' observations when confronted with their own video- recorded lessons, together with descriptive career biography interviews". (DIPF/Orig./Kr.).