Buxtehude model

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The Buxtehude model was a school experiment for the introduction of the reformed upper school , which was carried out from 1966 to 1976 at the Halepaghen School in Buxtehude . The model became known nationwide under the name "Formierte Prima". In 1969 the Buxtehude model was recognized by the Lower Saxony Ministry of Education as a school experiment, which enabled a deviation from current school law. It was scientifically accompanied by the working group for teaching research of the educational seminar of the University of Göttingen .

The Buxtehude model is considered to be the most successful reform approach of the 1960s. Numerous impulses came from him for the reform of the upper level that was passed by the Conference of Ministers of Education in 1972 .

content

The basis for the Buxtehude model was developed by the Nenndorfer working group , an association of interested educators, ministerial officials and schoolchildren in accordance with the then current reform ideas of the German Education Council . A member of the working group was Johannes Güthling , from 1954 to 1969 Head of Studies and initiator of the Buxtehude model at the Buxtehude Halepaghen School.

The reform concept was implemented from 1966 onwards and met with great interest at home and abroad from ministerial authorities, universities of teacher education and other institutions for the training of student advisors, the media and science, such as Felix von Cube , Karl-Heinz Flechsig , Hartmut von Hentig or Bernhard Sutor . On March 6, 1968, Rudi Dutschke gave a keynote speech in the hall of the Halepaghenschule.

The Buxtehude model was made legally possible by Section 22 (3) of the Lower Saxony School Administration Act, according to which the responsible participation of students in the life and work of the school was to be developed in general. In addition to the student co-administration that existed at the time, which did not yet extend to participation in the decision-making bodies within the school, the model for the "democratization of schools" began in two areas.

Form of instruction

The class associations in grades 12 and 13 were dissolved. There was no longer a class teacher for the upper two classes . Each student independently chose the study groups he wanted to attend and a tutor who took over the tasks of the class teacher. The subject matter was no longer imparted by teachers alone in frontal lessons, but was the subject of group work by the students. These working groups consisted of students from both grades. The aim of this way of working, based on the students' own responsibility, was not least to improve performance and a "refined selection" with regard to the academic training at the universities following the Abitur in the sense of a preparatory course , according to Güthling .

School constitution

This concept was supplemented by the introduction of committees with equal representation instead of the "pseudo co-determination" according to the then applicable SMV regulations . There, the interests and opinions of the groups represented (pupils, parents and teachers) should be discussed openly and "sometimes very hard".

After the "group speaker convention" with a purely advisory function, the Joint Committee (GA) was formed in the school year 1968/69 . The GA consisted of six teacher, student and parent representatives, who were regularly elected. Analogous to the general conference of teachers, the general assembly of the primary school students was founded. The GA met publicly at the school and decided with a 2/3 majority. Most of the tasks of the overall conference were delegated to the GA, but not questions of performance evaluation and personnel matters. These were reserved for the entire conference.

criticism

While high-performing students might benefit from the freedom of choice, less-performing students were often overwhelmed by it. There was a tendency on the part of students as well as teachers to achieve the best possible grades with as little effort as possible. There was also no real objectification of the performance evaluation. The abrupt dissolution of the class in the 12th grade resulted in the dissolution of social relationships. The number of truants also increased due to the elimination of parental compulsory apologies. The will to participate in the plenary assembly and GA subsided among many students. The anti-authoritarian student movement AUSS, founded with the help of the SDS , saw in the Buxtehude model an unreliable anti-authoritarian enclave in an unchanged authoritarian society that did not allow the "emergence of a rational-critical consciousness".

Continuation

After Johannes Güthling retired in 1969, the Buxtehude model was only established in everyday school life by his successor Ulrich Uffrecht, son of the reform pedagogue Bernhard Uffrecht . On March 22, 1976, the GA adopted its statutes, which the Lüneburg district government approved in November 1976. In the same year, the Buxtehude model was replaced by the takeover of the newly designed upper secondary school in accordance with the agreement of the Conference of Ministers of Education of July 7, 1972. In 1980 the Lower Saxony School Act was revised. The law no longer provided for school constitution attempts . There was a two-year transition period for repealing existing attempts at school constitution. The GA of the Halepaghen School in Buxtehude was affected. In 1982, the Halepaghen School's attempt at constitutional education was canceled. The GA was continued as a main committee (since 2007 alongside the school board ).

In the 21st century, with globalization, fundamentally changed political and economic framework conditions mean that students are moving away from too much freedom of choice towards an emphasis on mathematics, computer science, natural sciences and technology ( MINT ).

literature

Web links

Individual evidence

  1. ^ Günter Schreiner: School climate. Methodological considerations and empirical studies on schools as a space for social experience. Göttingen, Univ.-Diss., 1972;
    Jörg Schlömerkemper: Learning in differentiated lessons. Investigations into the structure of the learning situation. Frankfurt / M., 1974
  2. ↑ Halepaghen School: It began at the Halepaghen School in 1966 with the Buxtehude model pdf. Retrieved November 26, 2014.
  3. ↑ Björn Vasel: When Rudi Dutschke filled the HPS auditorium, Buxtehuder Tageblatt , March 6, 2018
  4. ↑ Peter Bode, Malte Jahn, Carsten Müller, Björn Vasel: Restless years after 1967. Political controversies about the Halepaghen school , in: Halepaghen school (ed.): Halepaghen school 600 years. Commemorative publication for the 600th anniversary. Buxtehude 1991, pp. 77-90
  5. ^ "Action Group for Independent and Socialist Students". RED RITCH, RED SKETCH, RED DOT. SPIEGEL report on the extra-parliamentary opposition , Der Spiegel 22/1970 of May 25, 1970. Retrieved on November 26, 2014.
  6. ↑ Peter Bode, Malte Jahn, Carsten Müller, Björn Vasel: Restless years after 1967. Political controversies about the Halepaghen school , in: Halepaghen school (ed.): Halepaghen school 600 years. Commemorative publication for the 600th anniversary. Buxtehude 1991, pp. 77-90
  7. ↑ Ulrich Uffrecht: Looking back on two decades (1971 to 1991) , in: Halepaghen School (ed.): Halepaghen School 600 Years. Commemorative publication for the 600th anniversary. Buxtehude 1991, pp. 91-107, p. 102
  8. ↑ Agreement on the design of the upper secondary level in the upper secondary level (resolution of the Conference of Ministers of Education and Cultural Affairs of July 7, 1972 in the current version of June 6, 2013) ( Memento of the original of May 13, 2014 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.kmk.org
  9. ↑ Lower Saxony School Act NSchG in the version of March 3, 1998 (Nds.GVBl. P. 137), last amended by the law amending the Lower Saxony School Act of June 3, 2015 (Nds.GVBl. 90)
  10. ^ Lower Saxony Ministry of Culture: Self-reliant school . Retrieved November 23, 2014.
  11. ^ Conference of Ministers of Education: MINT subjects are the key to our country's future viability . Press release of November 13, 2014. Accessed November 25, 2014.