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.).

The author looks at how the institutions of family & kinship were deformed by the policies & programs of South Africa's apartheid regime. Based on research in New Crossroads, a township established for Africans in 1982, she explores apartheid's ruinous consequences for local communities, for relations between the sexes, & for intergenerational connections. She finds that apartheid fostered a high prevalence of sexual abuse & that the definition of childhood was forcefully reshaped by the experience of ongoing violence. Although there was pro forma adherence to traditional norms of male initiation, the affirmation of maleness through intergenerational connections within the community completely broke down under apartheid. The author's research demonstrates why living with violence makes it difficult to fulfill life projects enjoined by tradition. 15 References. A. Funderburg

The article offers an insight into the complex problem area of strategic internationalization of teacher education as exemplified by the experience of the Heidelberg University of Education. This paper discusses three major issues: the state of the debate regarding internationalization, the obstacles and difficulties which counteract that implementation as well as the major forces driving its implementation. This discussion highlights the difficult relationship between the demands of globalization and diversity in school life on the one hand and the yet to be established curricula for the internationalization of teacher training as a criteria of quality on the other hand. Finally, several aspects of the internationalization strategy of the Heidelberg University of Education are presented, from which the authors expect major advances in the training of teachers. The goal of teacher education must strive to sensitize teachers in the 21st century to adopt "global identities" and empower them to become cross-culturally competent to communicate and to act. (DIPF/Orig.).

Die Produktion von computerlesbaren Datensammlungen erfordert auf Seiten der Hersteller die Beachtung von Regeln bei der Vorbereitung, Speicherung und Verwendung der Daten, die in dem Aufsatz erläutert und dargestellt werden. Die Beachtung der Regeln, die vor allem im Bereich der Dokumentation von inhaltlichen und formalen Kriterien der Datensammlung und Auswertung angesiedelt sind, ermöglichen eine sinnvolle Nutzung solcher Datenarchive für weitere sozialwissenschaftliche Forschungsprojekte. (BG)

An examination of the origins of Soviet communism & national socialism focuses on Franz Borkenau's (1940) account of the emergence of totalitarianism in modern history, arguing that concepts of totalitarianism not only have a place in the interpretation of modernity, but that the dynamics of both regimes can be viewed as responses to crises involving economic characteristics of Western modernity. Borkenau's analysis of totalitarianism as a response to structural conflicts is evaluated, & suggestions are made for revising his conception, arguing that the progression of communism into a comparably stable social system negates Borkenau's view of the dynamics of totalitarian regimes as primarily negative. The evolutionary potential of communist regimes is compared to a similar potential in national socialism, & differing imperial patterns in Germany & Russia are examined. Germany had no national socialist ideology comparable to Marxism-Leninism, nor was Adolf Hitler's regime the result of a revolution. However, the defeat of Germany in WWI represented a structural revolution that demanded the creation of an alternative. J. Lindroth