With particular attention to West German practice, three dominant models of knowledge utilization in pedagogical theory are presented, discussed, and critiqued, leading to the proposal of three linking models which are still based on the traditional concepts, but nevertheless provide some promising perspectives. (Author/SJL)

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)

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,…

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…

Reviews various theoretical explanations of the late twentieth century youth culture phenomenon in western societies. Maintains that as long as work-related status continues to determine the adult social structure and individual opportunity, the potential to positively alter and influence youth culture through education, play, religion, and…

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)

This paper presents a self-contained summary in English of the results of a research project conducted for the Nordic Council of Ministers to define problems, advantages, and disadvantages of the electronic dissemination of information for consumers, and to determine whether consumer organizations should adapt their information activities and…

Cognitive theories normally applied to listening comprehension are applied to the use of visuals with mass media broadcasts for second language instruction: the visual image as advance organizer, as reinforcement of concrete information, and as an association with abstract information. A related study in Germany is cited and illustrated. (MSE)

An overview of the theory and practice of moral education in Germany is provided. Special emphasis is given to the historical background of current theories of moral development as well as to legal and political questions concerning the present state of moral education in Germany. (Author/RM)

The "two-phase" structure of teacher education programs in the Federal Republic of West Germany has traditionally separated the theoretical from the practical aspects of teacher training. An experimental program developed at the University of Oldenburg in the 1970s appeared to overcome this problem, but was short-lived. (Author/PP)

Empirical research in education seems to have an international tendency to concentrate on problems that can be grasped adequately. But that approach tends to direct more research to smaller and smaller areas, where results are more precise but more irrelevant for the complex practice of education. To try to bridge this gap between research and…

This set of five papers, written in German with abstracts in English, was collected by the Institut fuer Didaktit der Mathematik (Institute for the Teaching of Mathematics) at the University of Bielefeld in West Germany. In the first paper, Bauersfeld considers domains of subjective experiences as the best issue for an interactive theory of…