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Discusses the limits to fitting aesthetic experiences into theories of education or curricula, claiming that this often results in aesthetic alphabetization. Contrasts this to the aesthetic education possibilities in art therapy. Beginning with a statement by Hugo von Hofmannsthal, theorizes about the existence of an aesthetic self-identity. (CH)

Questions how far individual schools can go to initiate intercultural work and deal with foreign students. Evaluates the efforts of an organization (the "Regionale Arbeitsstellen") designed to help foreign students and the intercultural activities of three schools. Concludes that possibilities do exist for schools to promote intercultural activities, but that the initiative should come from the individual schools. (GEA)

Summarizes the expansion of education in the West Germany up to 1980. Examines the progress of the 1980s in view of unemployment and growing difficulties on entering a profession. Among the findings are a decline in enrollment of 20-24 year olds and a growth in opportunities for the children of immigrants. (Author/GEA)

States the need for a close and continuous interrelationship between theory and practice in the reform of teacher education. Describes the guiding notions of a "uni-phasic" reform project which addresses problems of theory-based decision making and implementation in the reform process. (Author/GEA)

Examines the growing interest in the professional ethics of teachers and states that idealistic conceptions seem to be challenging realistic conceptions of the teaching profession. Analyzes the social function and significance of professional ethics and presents a developmental approach to teacher socialization and teachers' ethics. (Author/GEA)

Analyzes the Constance research project on teachers' attitudes toward school and instruction in terms of four analytical concepts which are often used to describe learning. States that these concepts are hardly taken into account by the study, and where they are, the results are questionable. (Author/GEA)

Reviews criticisms of the Constance research project on the shift towards conservatism in young teachers' attitudes. Concludes that Hansel's 1985 criticism remains speculative and empirically unsound, and that De Brabander's (1987) theoretical approach does not produce an adequate critique of the Constance questionnaire on teachers' attitudes toward school and instruction. (Author/GEA)

Examines survey and longitudinal studies that focus on West German adolescents' educational and career expectations. Results showed that failure in school, a downgrading in the school career, and an orientation toward educational and vocational careers which failed to meet either parents' or students' expectations resulted in psychosocial stress symptoms, psychosomatic disorders, and parent-child conflicts. (Author/BSR)

Differentiates the various semantic levels and dimensions of the concept of equal opportunity and examines whether the demand for equal opportunity in education will help eliminate inequality. (Author/BSR)

Analyzes significance of new information and communication technologies for university research and teaching, and consequences that its use has for research, teaching, and service/administration with reference to the discovery learning concept. The possibility of structural changes in service sector is noted together with lack of impact on research and instruction. (Author/MBR)

Describes educational reforms as structural necessities in a differentiated system; not simply historical events or recurrent pushes of dissatisfied idealism. Stating that the current system can increase in complexity but not in excellence, the authors suggest the following distinctions be used to improve its pedagogy: system--environment, operation--observation, code--program, and reform--reflection. (GEA)

Examines the recent emphasis on aesthetics, which goes beyond the scope of a didactics of art education, stating that it is a symptom of the German cultural-historical situation. Sketches tentative approaches to research questions on aesthetic education. Questions whether aesthetic education must be conceived in the form of reflections on aesthetic sensations and activities. (GEA)

In analogy to the circular flow model of economic exchange, the author develops an instructional paradigm which is based on Parsons and Luhmanns theories of generalized interaction media. Concludes with a discussion of the implications of the new paradigm for educational research and classroom teaching. (Author/JDH)

Offers a critical analysis of Kohlberg's moral development theory. Claims that the theory misses a level of operative structures and needs to have its stage descriptions revised. Concludes by considering instructional implications. (Author/JDH)

Discusses the 18th century development of the concept of liberal education in Germany and the increasing control over it by the government during the 19th century. Predicts that public education will become more important in the future, but that state control must be liberalized in order to manage the increasing problems of the educational system. (GEA)

Based on the results of an assessment of 241 teaching-learning programs in biology, chemistry, physics, general science (primary level), and informatics, this article discusses possible criteria for the assessment of educational software. Offers suggestions for potential users, for practitioners of teacher education, and for the developers of educational software. (KO)

Discusses the pedagogical and didactic problems of education relative to the use of computers, the application of long-distance transfer of data, and the combination of computers, machines, instruments, and media in integrated systems. Sets forth seven pedagogical postulates in order to analyze developments worthy of support and those to be rejected. (KO)

States that political education must represent the relationship between three entities: human being (liberty), citizenship (equality), and membership (unity). Analyzes Erich Weniger's theory of political education with respect to its peculiarities and its significance for a general theory of democracy. Relates Weniger's concept to fundamental problems of current humanities-oriented pedagogics. (GEA)

States that the relation between school and reality has widened through the years. Identifies the dominance of cognitive teaching and learning over other methods as an unwanted effect of this lack of relevance. Emphasizes the increasing importance of practical learning (learning by head and hand) in general education. (GEA)

Criticizes the revised examination for the English Certificate, Oral Section, on these points: validity and reliability of the examination forms, and claims of authenticity, range, and accuracy in evaluation of language competence in the section called "Everyday Situations." (IFS/WGA)

Calls for reexamination of English courses, as to content, organization, and procedures. Adds a report of experience with language workrooms at "general education schools" in Bremen, and some suggestions regarding intensive courses. (IFS/WGA)

The emphasis on spoken language tends to diminish attention to writing. As examples, three currently used German teaching texts are cited. This situation is seen as unfortunate, in view of the importance of writing ability in the most important examinations in German as a foreign language. Some teaching hints are given. (IFS/WGA)