Richertsche grammar school reform

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The Richertsche high school reform of 1924 / 25 was an important reform in the course of development of the secondary school in Germany. Your name comes from the Prussian ministerial official Hans Richert .

Richert introduced a fourth form of grammar school in Prussia, the "German Oberschule", which was added to the three forms recognized since 1900 (see below). It aimed in particular at reducing the proportion of old languages ​​in high schools; Instead, the examination of cultural traditions in the subjects of German, history, geography and religion should be encouraged. On the other hand, the grammar school should open up more to modern foreign languages ​​and natural sciences. Important topics of the Richert reform were the standard school , "cultural studies" and so-called "source districts of German life".

The unified school in this special ideological understanding, which actually only comprised the grammar school and had nothing to do with the social democratic understanding of an organizational unity of all schools as it was represented by Fritz Karsen at the Karl Marx School (Berlin-Neukölln) , should lead a uniform upbringing for Germans who could experience their culture as their own educational level. “Kulturkunde” was a subject group (religion, German, history and civics as well as geography) and at the same time a principle that, depending on the type of school and lessons, should lead to concentration on certain topics. She introduced as the core "German character and becoming" the basis of every secondary school education. As another "source areas of German life" Richert understand Christianity and antiquity (represented by the grammar school ), the modern Europeanism (represented by the Grammar School ), mathematics and natural sciences (represented by the Oberrealschule ) as well as German idealism (represented by the "Deutsche Oberschule").

Richard's plans went back to developments in the middle of the 19th century and reform pedagogy , but on the other hand had an impact on reform efforts until after 1945.

Herwig Blankertz interprets the reform in such a way that the German Oberschule should primarily bring the students to the new Pedagogical Academies in Prussia for elementary school teacher studies, for which the Abitur was required in the Weimar Republic.

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