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Políticamente, la República Federal de Alemania es de estructura federativa. La política educativa es, por lo tanto, responsabilidad de los estados federales individuales (The Länder) que juntos constituyen la república y, por lo tanto, no están sujetos a la administración central. Esto ha resultado en una diversificación de estado a estado de lo que es básicamente un sistema educativo uniforme. Desde mediados de los años sesenta, se ha llevado a cabo una modernización integral del sistema educativo en la República Federal. Ha resultado un sistema que en gran medida satisface las demandas de una sociedad industrial moderna, pero que no cumple con los requisitos políticos de una democracia comprometida con la igualdad de oportunidades independientemente de su procedencia social. La reforma del sistema educativo estuvo acompañada de un intenso debate sobre la necesidad de un cambio estructural en el sistema, así como sobre los contenidos y objetivos de aprendizaje. La intensidad del debate varió, sin embargo, entre los estados federales, los estados del sur de Alemania favorecieron la estructura tradicional del sistema educativo, y esto a pesar de que el aumento en la velocidad de la modernización industrial fue mayor aquí y su éxito fue mayor. completo que en los estados del norte. Este documento delinea, en líneas generales, el desarrollo del sistema educativo entre 1959 y 1991. Concluye mencionando algunos problemas actuales del sistema educativo alemán. El documento fue leído en el congreso «Desarrollo humano y educación» en Madrid en 1991. Autores: Hans Jürgen Apel. Universidad de Bayreuth Descriptores: • Alemania • educación

This study compares two East German adaptations of Celestina —written before and after German Reunification in 1990. Both adaptations change Fernando de Rojas’ story line in very different ways. While Karl Mickel introduces two members of the Inquisition into the ensemble of the protagonists who plan and direct the plot, Manfred Wekwerth introduces the figure of a hypocrite priest and also intensifies Celestina’s greed and entrepreneurial abilities by adding more dialogues between her and her accomplices that circle around the word «money».The reasons for these different changes are sociopolitical. While Mickel uses Fernando de Rojas’ text to have a critical look at East German reality before the fall of the Wall with its omnipresent state police, Wekwerth uses the same text to express his unhappiness about the introduction of market economy in this part of the world.

Podríamos decir que en Alemania las perspectivas sobre educación están estructuradas de forma relativamente simple. Las corrientes dominantes han sido tres: la educación humanista, el movimiento crítico-empiricista y la perspectiva crítica teórica. Hoy en día la fuerza de estas corrientes han disminuido tanto por los problemas de su dinámica interna como por influencias externas, especialmente del postmodernismo. El peligro que surge de la falta de fuerza de estas tendencias radica en que termina pensándose que su carácter es opcional y que en última instancia, «todo vale», según un creciente relativismo. Este artículo, que debe mucho al trabajo de Klafki, muestra cómo escapar de estas trampas y cómo promover una educación de acuerdo con los principios de la Ilustración. Autores: Detlef Garz. Carl von Ossietzky Uniuersity, Oldenburg (Germany). Descriptores: • Alemania • crisis de paradigmas educativos • educación

En este artículo se presenta una síntesis del pensamiento educativo de Edith Stein. Después de convertirse al catolicismo fue profesora en el Instituto Alemán de Pedagogía Científica de Münster (1932-1933), hasta que fue separada de la docencia universitaria por las disposiciones antisemitas decretas por el nacionalsocialismo. Formada en las ciencias positivas, evolucionó hacia las ciencias del espíritu (Dilthey, Husserl, Scheler), para recabar finalmente en la ciencia de la cruz que conecta con la tradición mística de San Juan de la Cruz y Santa Teresa de Jesús. Todo ello confiere a su visión pedagógica un horizonte teológico y trascendente que recuerda la Bildung del Maestro Eckhart, sin enunciar a los aportes de la filosofía cristiana y a las novedades del pensamiento neohebraico. En conjunto, Edith Stein estaba llamada a poner las bases antropológicas y teológicas de una pedagogía católica que en aquellos años de barbarie se presentaba como una gran fuerza espiritualizadora. Descriptores: Edith Stein, Alemania, Bildung, Filosofía de la Educación, Teología de la Educación, Pedagogía teológica, Pedagogía católica. Descriptores: • Alemania • Bildung • Edith Stein • filosofía de la educación

In The Necessity of Music , Celia Applegate explores the many ways that Germans thought about and made music from the eighteenth- to twentieth-centuries. Rather than focus on familiar stories of composers and their work Applegate illuminates the myriad ways in which music is integral to German social life. Musical life reflected the polycentric nature of German social and political life, even while it provided many opportunities to experience what was common among Germans. Musical activities also allowed Germans, whether professional musicians, dedicated amateurs, or simply listeners, to participate in European culture. Applegate’s original and fascinating analysis of Mendelssohn, Schumann, Brahms, Wagner, and military music enables the reader to understand music through the experiences of listeners, performers, and institutions. The Necessity of Music demonstrates that playing, experiencing, and interpreting music was a powerful factor that shaped German collective life.

This book provides an account of the development of ideas about nature from the Early German Romantics into the philosophies of nature of Schelling and Hegel.In clear and accessible language, Alison Stone explains how the project of philosophy of nature took shape and made sense in the post-Kantian context.

This groundbreaking history traces the development of Germany's black community, from its origins in colonial Africa to its decimation by the Nazis during World War II. Robbie Aitken and Eve Rosenhaft follow the careers of Africans arriving from the colonies, examining why and where they settled, their working lives and their political activities, and giving unprecedented attention to gender, sexuality and the challenges of 'mixed marriage'. Addressing the networks through which individuals constituted community, Aitken and Rosenhaft explore the ways in which these relationships spread beyond ties of kinship and birthplace to constitute communities as 'black'. The study also follows a number of its protagonists to France and back to Africa, providing new insights into the roots of Francophone black consciousness and postcolonial memory. Including an in-depth account of the impact of Nazism and its aftermath, this book offers a fresh critical perspective on narratives of 'race' in German history.

The Long Century’s Long Shadow approaches German Romanticism and Weimar cinema as continuous developments, enlisting both in a narrative of reciprocal illumination. The author investigates different moments and media as connected phenomena, situated at alternate ends of the long nineteenth century but joined by their mutual rejection of the neo-classical aesthetic standard of placid and weightless poise in numerous media, including film, painting, sculpture, prose, poetry, and dance. Connecting Weimar filmmaking to Romantic thought and practice, Kenneth S. Calhoon offers a non-technological, aesthetic genealogy of cinema. He focuses on well-known literary and artistic works, including films such as Nosferatu , Metropolis, Frankenstein , and Fantasia ; the writings of Conrad, Kafka, Goethe, and Novalis; and the paintings of Caspar David Friedrich, one of the leading artists of German Romanticism. With an eye to the modernism of which Weimar filmmaking was a part, The Long Century’s Long Shadow employs the Romantic landscape in poetry and painting as a mirror in which to regard cinema.

This volume examines mutual ethnic and national perceptions and stereotypes in the Middle Ages by analysing a range of historical sources, with a particular focus on the mutual history of Germany and Poland.

This book traces the importance of the United States for German colonialism from the late eighteenth century to 1945, focusing on American westward expansion and racial politics. Jens-Uwe Guettel argues that from the late eighteenth century onward, ideas of colonial expansion played a very important role in liberal, enlightened and progressive circles in Germany, which, in turn, looked across the Atlantic to the liberal-democratic United States for inspiration and concrete examples. Yet following a pre-1914 peak of liberal political influence on the administration and governance of Germany's colonies, the expansionist ideas embraced by Germany's far-right after the country's defeat in the First World War had little or no connection with the German Empire's liberal imperialist tradition - for example, Nazi plans for the settlement of conquered Eastern European territories were not directly linked to pre-1914 transatlantic exchanges concerning race and expansionism.