Educational revolution

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The term Education Revolution ( Educational Revolution ) was developed by Talcott Parsons introduced in 1971 in sociology to a new phase of social modernization to call since the mid-20th century. It is driven by the steadily growing importance of university education and scientific knowledge. Beyond Parsons' use, however, the term is suitable for broadly distinguishing phases in the history of European education .

In contrast to the professional or dedicated training relates education to a fundamental and basic cultural shaping of man. Basic cultural techniques such as memorization , reading , writing and arithmetic are required, albeit rarely mentioned . Such cultural techniques are always taught in a social context, education in the broadest sense. Education includes special institutions such as schools and universities , but also all other teaching and learning relationships, for example in the family , at work or on one's own initiative .

In the course of time, the handling of elementary cultural techniques has changed radically again and again when there have been upheavals in the field of communication media . However, one can only speak of an educational revolution if the social context of the educational system is restructured at the same time. Education revolutions are therefore rarer and more drastic than educational reforms .

Medieval educational revolution around 1200

A first educational revolution took place in the "writing explosion" of the Middle Ages around 1200. If the Greeks and Romans had previously written letters , numbers and notes in the same system ( alphanumeric ), the spellings were now separated. If the manuscript had previously embodied a voice that you had to make reading with your own voice, now for the first time in history, silent reading developed. This made the alphabet language-indifferent. In addition to the dominant Latin , the vernacular languages began to become literate . The church schools lost their educational monopoly on the one hand to the new universities and on the other hand to the municipal Latin schools of the cities.

Humanistic educational revolution around 1500

Another educational revolution occurred around 1500 with the upheaval in the modern era , namely through the invention of the printing press , humanism and the Reformation . The Protestant Reformation and the Catholic Counter-Reformation specifically set up schools for vernacular languages ​​that were under the supervision of the local pastor. At the same time the Latin schools for scholars were modernized, in the Protestant area through regional school regulations, in the Catholic area through the order of the Jesuits . In both denominations, however, the humanism was formative, which the Latin poets, philosophers and historians established as a model of authorship. Elegant Latin, like the language of the office, was spread with the help of letterpress printing. Now the students had to learn four different scripts: Latin printing and Latin handwriting, German printing and German handwriting. Still under the umbrella of the church, the school and education system developed into a market in which teaching and learning regulated themselves through supply and demand, not least through self-taught self-learning .

Modern educational revolution around 1800

The next educational revolution around 1800 nationalized the flourishing teaching and learning market. Compulsory schooling has become compulsory for everyone since the church admonitions to attend school were replaced by state controls and inspection authorities. In place of the previously usual entrance exams , qualifications have now taken the form of a final examination . From the two separate education systems (Latin / vernacular) of the early modern period, the tripartite nature of the modern education system emerged. For the first time in history, reading and writing were learned at the same time and reciprocally in elementary lessons, as a coherent correspondence of one's own sound production. In the area of secondary schools , school-specific text forms such as the German essay developed instead of the education in Latin authorship. In the field of universities, research-based learning began to gain a foothold since Wilhelm von Humboldt , be it in the self- education programs or in the establishment of seminars. This educational revolution can be seen in connection with the other modernization spurts around 1800. "The fact that the 'modern educational revolution' preceded industrial and political modernization in Germany, and actually became one of its conditions, distinguishes the course of German history from that of the western industrial nations".

Approaches to an Educational Revolution in the 21st Century

There are many indications that a new educational revolution is imminent or is already spreading. Conventional school lessons are not only faced with considerably expanded possibilities through the targeted use of new media such as PCs , the Internet or interactive whiteboards ; The didactics and methodology of teaching and learning in the previous paths are sometimes fundamentally called into question. Computer scientists like David Gelernter see the learning opportunities of the future in cyber teachers and cyber universities; MOOCs (Massive Open Online Courses) are already being offered by universities via internet portals .

Expressly for a renewed educational revolution pleaded Richard David Precht in his 2013 book, Anna, the school and God: The Betrayal of the education of our children . The elements of such an educational revolution should include the realignment of the role of teachers and teacher training , the targeted promotion of students' intrinsic motivation to learn by eliminating the conventional grading system , and the individualization of teaching and learning processes in cross-year projects and in all-day school operations . For Precht, digital media and learning software play an important role in the individualization of learning, especially for the subject of mathematics.

Also explicitly educational revolution is mentioned in Jörg Dräger and Ralph Müller-Eiselts 2015 published book The Digital Education Revolution. The radical change in learning and how we can shape it . They also refer, among other things, to forms of individualized or personalized mathematics learning by means of a software program that have already been tried and tested in the USA and made mandatory for all public schools in Uruguay and emphasize that the individual pupil receives feedback on every step of the task and receives the in case of errors Learning aspects to be deepened are offered individually as a series of exercises. This would avoid over- or under-demanding, learning stress or boredom regardless of the respective learning level. The digital revolution will not only change learning processes, but also social structures. There is a chance for “a real democratization of the education system” if, until now, exclusive offers are accessible to anyone interested with just a few clicks of the mouse. "Anyone who has ability, ambition and perseverance, regardless of whether they come from Berlin-Neukölln or the slums of Calcutta, will find ways to education and advancement."

literature

  • Heinrich Bosse: Educational Revolution 1770-1830. Edited with a conversation by Nacim Ghanbari (=  Siegen series. Contributions to literature, linguistics and media studies. Vol. 169). Winter, Heidelberg 2012, ISBN 978-3-8253-6088-7 .
  • Josef Dolch : Curriculum of the Occident. Two and a half millennia of its history. 3rd edition Henn, Ratingen 1971.
  • Jörg Dräger , Ralph Müller-Eiselt: The digital educational revolution. The radical change in learning and how we can shape it . Munich 2015, ISBN 978-3-421-04709-0
  • Friedrich Kittler : Letters - Numbers - Codes. In: Horst Wenzel u. a. (Ed.): Audiovisuality according to Gutenberg. On the cultural history of the media upheavals (= writings of the Kunsthistorisches Museum. 6). Skira, Milano 2001, ISBN 3-8549-023-4 , pp. 43-49.
  • Richard David Precht : Anna, school and God . The education system's betrayal of our children. Goldmann, Munich 2013, ISBN 978-3-442-31261-0 .
  • Anton Schindling : Education and Science in the Early Modern Age. 1650-1800. (=  Encyclopedia of German History. Vol. 30). 2nd edition Oldenbourg, Munich 1999, ISBN 3-486-56422-6 .
  • Wolfgang Schmale , Nan L. Dodde, Fikret Adanir (eds.): Revolution of knowledge? Europe and its Schools in the Age of Enlightenment (1750–1825). A handbook on European school history. Winkler, Bochum 1991, ISBN 3-924517-33-9 .
  • Heinz-Elmar Tenorth : History of Education. Introduction to the basics of their modern development. 5th edition. Juventa, Munich and Weinheim 2010, ISBN 978-3-7799-1517-1 .

Individual evidence

  1. ↑ Talcott Parsons: The system of modern societies [ The System of Modern Societies. (1971)]. Juventa, Munich 1972, ISBN 3-7799-0130-7 , pp. 120-124.
  2. ↑ Ivan Illich : In the vineyard of the text. When the modern typeface came into being. A comment on Hugo's “Didascalion”. Translated by Ylva Eriksson-Kuchenbach. Luchterhand, Frankfurt am Main 1991, ISBN 3-630-87105-4 , p. 122.
  3. ^ Alfred Messerli : Reading printed matter and reading manuscripts - two different cultural techniques? In: Reading and Writing in Europe 1500–1900. Comparative Perspectives. Edited by Alfred Messerli, Roger Chartier . Schwabe, Basel 2000, ISBN 3-7965-1694-7 , pp. 235–249.
  4. ^ Heinrich Bosse: The crisis of the final grade. The entrance exam returns. In: Merkur 67.5 (May 2013), pp. 387-399.
  5. ^ Karl-Ernst Jeismann : On the importance of 'education' in the 19th century. In: Handbook of the German history of education . Vol. 3: 1800-1870. From the reorganization of Germany to the foundation of the German Empire. Edited by Karl-Ernst Jeismann, Peter Lundgren. Beck, Munich 1987, ISBN 3-406-32385-5 , pp. 1–21, here p. 4.
  6. ↑ “One should not shy away from the term 'educational revolution', it is actually about a revolution towards something new. This revolution does not mean storming individual schools, but rather quickly converting them at an appropriate pace. "(Precht 2013, p. 328)
  7. ↑ Precht 2013, pp. 240–245.
  8. ↑ “The digital education revolution has already begun and will not be stopped. In Germany, the land of reform pedagogy and the Humboldtian educational ideal, there is still little evidence of this. ”(Dräger and Müller-Eiselt 2015, p. 7)
  9. ↑ Dräger and Müller-Eiselt 2015, p. 20 f.
  10. ↑ Dräger and Müller-Eiselt 2015, pp. 8 and 18.
  11. ↑ Marcelo Caruso : Bosse, Heinrich: Bildungsrevolution 1770-1830 . Review, in: Zeitschrift für Pädagogik , issue 2/2014, pp. 325–327

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