German Education: Debate Over Educational Approaches--Chronological Trends


Figure 1.-- This photograph is undated, but we would huess it was taken in the late 1920s during the Weimar era. This boy is off to his first day of school wiyh his gift cone (Zuckertute/Schultüten). He is wearing a sailor suit with short pants (not knee pants), long tan stockings, and a book satchel. He seems to be standing in front of the doors of his house. Image courtesy of Album1900.

Tooday there is a debate in Germany over educational philosophy. The same debate is being persued in America and other Western European countries. The debate is especially interested in Germany. The Communists in East German at first implemented a radical educational reform based on idelogical beliefs. They backed off this approach. In today's modern democratic Germany there are teachers with rather ideologically based outlooks. There were not in principle many differences regarding education in German speaking countries (the German states, Austria, and Switzerland). This included Middle and Central Europe which were heavily influenced by Germany up to the beginning of the 20th century. This is in part because large areas of Eastern Europe was part of the German and Austrian Empires. There were no major educational reforms during the Weimar era. The German schools maintained very high standards, but continued a very selective system. The NAZIs did not trust the German educational establishment. Under the Third Reich more emphasis was placed on political reliability than academic standards in selecting teachers. (HBC's German readers agree with this statement, but there is a difference og opinion as to what extent this took place and on the impact on German educational standards.) Many excellent teachers left the profession. The German Democratic Republic in the beginning, suppressed families with an appropriate background, e.g., in music, where it is scientifically proven that the ability is inherited in families (see the Bach, Mozart and Strauß families as the most famous German/Austrian examples). All educated families were suppressed in the beginning, only children from working class families were allowed to attend higher education. Then, rather secretly, they did the same as the Soviets, selecting for sport, for music, for mathematics, for engineering etc. The „Bundesrepublik Deutschland“ (BRD) is commonly known as WEst Germany. German schools after the War developed a new educational system which extended secondary education to most German children rather than selected acadenically capable students.

Earlier Eras

There were not in principle many differences regarding education in German speaking countries (the German states, Austria, and Switzerland). This included Middle and Central Europe which were heavily influenced by Germany up to the beginning of the 20th century. This is in part because large areas of Eastern Europe was part of the German and Austrian Empires. Academic standards were very high in Imperial Germany. Middle and upperclass Germans had access to superp schools. Working class Germans for the most part, however, did not advance beyond primary school.

Imperial Germany (1871-1918)

Academic standards were very high in Imperial Germany. Middle and upperclass Germans had access to superp schools. Almost all Germany children attended primary school. Working class Germans for the most part, however, did not advance beyond primary school. Here one factor was the academic standards. Working-class parents did not promote their children's education to the same extent as middle-class parents. Here there were three factors. First, working-class parents did not place the same value on education as middle-class oparents. Second, with less education themselves, working-class parents could not offer the same support as middle-class parents. Third, there were costs associated in continuing education beyond the primary level. Here middle-class parents could better afford and were more willing to bear thoise expenses.

Weimar Republic (1919-33)

There were no major educational reforms during the Weimar era. The German schools maintained very high standards, but continued a very selective system. One change that did occur and was even placed in the Wemar Consitution was a requirement that children attend a formal school. It could be a private school, but home school was prohibited. I believe this a an egalitarian republican action so that rich aristocrats could no longer hire tutors to school their children. Officials believed it was important for aristocratic children to have to compete and mingle with other German children.

Third Reich (1933-45)

The NAZIs did not trust the German educational establishment. Under the Third Reich more emphasis was placed on political reliability than academic standards in selecting teachers. (HBC's German readers agree with this statement, but there is a difference og opinion as to what extent this took place and on the impact on German educational standards.) Many excellent teachers left the profession. With the new educational authorities, political reliability was an important factor which could count above academic credentials. Educational authorities desired to widen educational standards and in fact many social barriers were weakened. The NAZIs weakenened, but certainly did not destroy the German education system. Overall German schools still had excellent acaemic standards.

German Democratic Republic--DDR (1945-89)

The German Democratic Republic in the beginning, suppressed families with an appropriate background, e.g., in music, where it is scientifically proven that the ability is inherited in families (see the Bach, Mozart and Strauß families as the most famous German/Austrian examples). All educated families were suppressed in the beginning, only children from working class families were allowed to attend higher education. Then, rather secretly, they did the same as the Soviets, selecting for sport, for music, for mathematics, for engineering etc. support of sport is also a good example, in the Soviet Union and in the former DDR. Pupils began secondary studies at about age 10 years old when they entered an „Oberschule“. They studied until about age 18 years old unless they left early. They graduated with a diploma comparable to the old West German „Abitur“. Universities maintained the academic standard, however all pupils and students had to study „Marxismus/Leninismus“ in addition to their respective fields.

German Federal Republic--BRD (1945-89)

The „Bundesrepublik Deutschland“ (BRD) is commonly known as WEst Germany. German schools after the War developed a new educational system which extended secondary education to most German children rather than selected acadenically capable students. A German reader tells us that conservative, educated people in Germany do/did not like the abbreviation „BRD“, preferring to just say „Deutschland“. The attitude was that East Germany was not a ligitimate state, but rather a puppet of the Doviet Union. HBC has tended to use the term so as make it clear in the post-War era as to whether weare talking about Wast or West Germany. The left-wing parties parties in the BRD strongly promoted efforts to advance the education for lower-class children. This was a program that was undoubtedly needed. On the other side, any activity from middle and upper class families to introduce and support their children with appropriate abilities privately was criticized. This is an ongoing issue in German education. Of course in West Germany there was no political suppression to hinder such children from attending a Gymnasium and attending a university or to forbid private help. Germany is a free country, no ideological dictatorship. But this is only the „political correct“ side. A HBC reader provides us an example, "I have a doctorate in Electrical Engineering/Natural Sciences/Mathematics; our boy in elementary school was rather good in math, especially in the upcoming set theory; the teacher, in front of the class, declared that this is only achieved by help from the parents and that this is bad, not correct; the boy came home, weeping – yes, we helped him, why not?" Another example. Before the strong influence of the left-wing parties on education in West Germany the grading from a Gymnasium (the „Abitur“) allowed German students to attend the elite universities in Switzerland without any additional examination, e.g. the Zurich Federal Institute of Technology; now, there is an additional examination required when German students apply in Switherland for scientific studies after grading whatever field they had selected in school as an Abitur, because, e.g., grading in sport, sociology and religion only is sufficient in Germany, no hard fields. This is the result of communist influence of equalisation of school education even in West Germany (of course, those people who do not believe in the communist ideology find means to avoid the negative form, our children get help and learn also the hard fields in school; but, in Switzerland, nethertheless, they have to take another examination). A german reader writes, "And, presently, with our left-wing government in Berlin, they detected that we need ELITE, of course, after selection; it would be for laughing if it were not such a serious need for our future! The communist`s ideas are still alive. Some German states introduced the „Förderstufe“ or „Gesamtschule“ in the 1970s and later for children elder than 10. This proved to be highly contentious politically as many parents objected. The objective was to destroy the Gymnasien with their old tradition and emphasis on academic standards. No splitting of age groups on the basis of ability was permitted, as in the DDR, or to allow it only later such as with 12 year old children. It is relatively easy to find indications that German educatiin standards declined, but data can be easily manipulated. Any fair assessment has to take into account that German schools were once highly slective, but now educate virtually all children. Thus a fair comparison had to take in account that modern German schools now deal with children with a wide ability range rather than a selective group of academicallyh capable children.

Unified Germany (1989- )

The educational system of modern unified Germany basically continued the administrative structure of West Germany, but integrated the schools in East Germany. Along with the schools camne the teachers and administers in East Germany. I am not sure at this time what the impact has been of including so many teachers and administers that had been educated and trained in Communist East Germany. Nor am I sure if there are lingering differences as to the academic standards and sovial attitudes of the students coming out of the schools located in the former East Germany.









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Created: 9:02 PM 8/30/2004
Last updated: 10:14 PM 9/17/2004