西獨의 敎育改革案에 대한 考察 = A Study on the Reform Plans of School System in West Germany
저자
발행기관
학술지명
권호사항
발행연도
1966
작성언어
Korean
KDC
051
자료형태
학술저널
수록면
9-38(30쪽)
제공처
소장기관
The necessity of reforming the school system in West Germany stems out from the two aspects. One is that through progressive, democratic education the narrow minded nationalism, ignoring other nations, and militaristic way of thinking should be cleared out, which are the remnants of Hitler's Nazism. It can be said that there is no need to worry about this problem, now that no children today have been educated under the Nazi system of education. However, most of present teachers were trained under the Nazi regime. In addition to this, Nazism is in process of reviving again in West Germany. Under this circumstances the influence of teachers upon children are sure to be great. The first step to reform should start from remaking the form, what we call, the system. The new contents can be put into the new form only. Therefore, he democratic reform of present school system is vitally necessary in order to root out the nazistic traces and social class influences upon educational opportunities.
The other aspect is that the speedy development and expansion of West German industry ask for a new form of school system. West Germany has wonderfully achieved the economic rehabilitation up to the extent so that it might be called 'miracle,' owing to the American economic assistance plus their highly developed technology and diligence. The present school system is pluralistic in its form, consisting of three types of schools, in answer to the three social stratifications. The attending school years from the elementary level to the college are more than those of other countries. In the light of social reality that West Germany needs numberless highly trained persons of technology and other professional persons, the present school system functions less effectively. Above all, the elementary and secondary education should be reformed in reference to the socio-economic changes of society. However, the motive of reform should be based upon the genuine spirit of democracy and the needs of German people. The school system should not be utilized but to serve for expanding capitals and industrial organizations of egocentric economic groups, and invade again small nations with the mighty industrial power.
A number of plans with regard to reforming the school system have been proposed. The representative ones are the Bremen plan designed by the German Union Teachers, the Rahmen Plan by the German Committee for Education and School System, and the Plan proposed by the Business Groups. It can be said that the Bremen Plan is comparatively democratic in comparison with the other plans. According to the Bremen plan, after the completion of six years of schooling in Grundschule, pupils can choose three types of secondary courses: Gymnasial Oberschule, Real Oberschule, and Werk Oberschule. Nine years of Gymnasium, the traditional humanistic high school existed mostly for the upper strata of society, is to be abolished.
Rahmen plan is carefully designed so as to adapt to the changing society as well as to maintain the educational tradition of Germany. However, the plan is to keep up nine years of Gymnasium in the new form of Studienschule, in which after four years of schooling in Grundschule pupils are admittid to enter. This one fact proves that the plan is no longer democratic in the start and is against the true course of democracy. This type of school might be necessary to train the leadership of upper social level to maintain the old order of society. On the other hand, a group of Germans supports the Rahmen plan because it is so well designed, especially the Studienschule, that through preserving the traditional European, German culture and training excellent leadership in Studienschule, Germany can challenge the world leadership of the United States and the Soviet Russia and play superior role in Asia and Africa. It is welcomed that Germans participate actively in world affairs: however, it should be done in the spirit of cooperation and co-prosperity with other nations, especially small nations, being emancipated completely from the Nazism.
The reform programs of education proposed by the economic group is based upon utilitarinism of industrial class in its motive. Although the program aims at answering to the needs of highly developing economic system, general education is wholly neglected at Folksschule (upper level of elementary school), and technical, production courses are most stressed in curriculum. This is against the German humanism.
West Germany possesses the great economic power, so it can put the ideal type of school system into effect, if the leadership is really democratic. However, the problem is on what philosophy the school reforms should be based. Each plan to reform the school system has been done with each different philosophy. The new structure of public school system is the democratic unified school, that treats man and woman equally and does not reflect the social stratifications. Under the democratic nnified school system, West Germans will be liberated fully from Nazism and militarism and start newly with democratic ideas; furthermore, such system will make them possible to acquire the friendly spirit toward other nations, and to act and think in free, democratic way.
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