Zum Verhältnis von Pädagogik und Politik bei Schleiermacher

2020 ◽  
Author(s):  
Annika Münzel
Keyword(s):  
Public Education ◽  
Education System ◽  
Political Education ◽  
Democratic Institutions ◽  
Public Education System ◽  
The People ◽  
Democratic State

It was clear to Schleiermacher that, long before each modern democratic state, whose self-understanding is based on their citizens being able to participate in them politically, is able to develop, the provision of democratic institutions alone is not enough. Historically, the development of inner stability in modern democratic states can only occur if a public education system, which caters equally to the needs of all the people living in them, is established nationwide. As a new addition to the system of education, which was originally conceived as a purely private concept, the particular contribution of public education has been to initiate a process of political education stemming from schools.

Pluralism and the General Will: The Roman and Spartan Models in Rousseau's Social Contract

2019 ◽  
Vol 81 (4) ◽  
pp. 573-596
Author(s):  
Alexandra Oprea
Keyword(s):  
Public Education ◽  
Interest Groups ◽  
Social Contract ◽  
Education System ◽  
Social Engineering ◽  
General Will ◽  
Public Education System ◽  
The People ◽  
Electoral Reforms ◽  
Roman Model

AbstractHow should institutions be designed so that the votes of the people reflect the general will and not the corporate will of the politically powerful? Rousseau's Social Contract provides us with two mutually exclusive solutions. The first is the more commonly discussed Spartan model where an encompassing public education system eliminates pluralism through social engineering. The second is the often overlooked Roman model of organizing the population into multiple overlapping electoral divisions and checking the power of various interest groups. Rousseau's discussion of Servius's electoral reforms anticipates Madison's arguments about controlling the effects of factions. By distinguishing these two institutional solutions, the article challenges the dominance of Sparta in readings of the Social Contract and supports the broader antiutopian turn in Rousseau scholarship.

No Child Left Behind: The Ongoing Movement for Public Education Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 461-473 ◽  
Author(s):  
ROD PAIGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Academic Skills ◽  
Public Education System ◽  
Left Behind ◽  
Public Education Reform ◽  
Original Goal

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

SOCIAL STRUCTURE AND EDUCATIONAL LEVEL OF TEACHERS OF THE UZBEKISTAN SSR

2021 ◽  
Vol 4 (7) ◽  
pp. 34-43
Author(s):  
Muysin Dusaliev ◽  
Keyword(s):  
Public Education ◽  
Education System ◽  
Educational Level ◽  
Primary Schools ◽  
Current Problem ◽  
Educational Institutions ◽  
Religious Schools ◽  
Soviet Government ◽  
Public Education System ◽  
The Impact

The article highlights the problems and needs of the population for education as a result of the concentration of the Soviet government on the formation of a public education system in the spirit of its socialist ideas by creating new Soviet schools and increasing their number.In November 1918,the Soviet government of Turkestan decided to separate church from state and school from church. Although the existing private old religious schools were not completely banned by this decision, the creation of new Soviet schools and the increase in their number became more and more important. It is clear that this is a sign that the system is completely politicized. The schools were divided into two levels: the first level educational institutions included the first three classes, and the second level consisted of four classes. There was also a high school with three classes. Under the conditions of that time, more primary schools were opened in the country.This article discusses the current problem in the Soviet-era public education system under the Soviet government from 1994 to 1991, as well as the impact of this problem on today's education system

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