School study reveals restricted engagement of students in educational subjects, suggesting a shortage in democracy in educational institutions.
In the realm of education, a series of contentious issues are being hotly debated. From the role of students in decision-making processes to the potential implementation of AI, the educational landscape is undergoing significant shifts.
One of the key points of contention is the level of influence students have in various areas of school life. A majority of students report feeling they have little say in these matters, a concern that has sparked discussions about increasing student participation. However, the idea of more co-determination in schools, while seen as a step towards greater democracy, is insufficiently elaborated.
The proposal to expand student participation in schools has garnered support from political organizations and institutions. Youth-oriented educational initiatives backed by political education organizations like the Friedrich-Ebert-Stiftung, as well as political figures from regional parliaments, are advocating for this change. Associations promoting democratic engagement and youth participation, such as Politik zum Anfassen e.V. and the Gewerkschaft Erziehung und Wissenschaft (GEW), are also backing this cause.
Despite this, the idea of giving students the power to decide on their own subjects to study raises questions. It remains unclear how students, particularly in 9th grade, would make such decisions without guidance. The AgitProp/Left-wing lobby is pushing for changes that reflect student desires, but experts caution against making such decisions without understanding the potential consequences.
Meanwhile, the study of co-determination in schools and its impact on democratic competencies has shown a correlation, but causality has not been proven. Critics argue that such demands do not promote democracy but are a swansong to discipline and performance thinking.
In contrast, the call for schools to deploy AI is gaining momentum. Experts describe huge opportunities in this area, with the Bertelsmann Foundation attributing significance to its research in this field. Anyone can apply or volunteer for participation in curriculum commissions or make a constructive contribution at events or in committees.
Interestingly, the existence of the school system and each individual subject is not arbitrary but is based on an autopoietic justification. A proposal to abolish lesson plans, exams, and traditional curriculum structures has been suggested, but it remains to be seen how such a radical change would impact the educational system.
The traditional structure of exams, largely determined by teaching staff, has been criticized. It is argued that as long as exams are mostly determined by teaching staff, school life remains externally determined. A proposal to abolish exams could potentially shift the power dynamics within the educational system.
However, it's important to note that the Bertelsmann Foundation does not advocate for students to have a say in lesson topics, exams, or school-wide decisions. The foundation's research focuses on the potential benefits of AI in education, not on student-led decision-making.
In Asia, where education is often viewed as a path to economic success, this approach could potentially widen the economic sector gap. The implications of such changes are vast and complex, making it crucial for decision-makers to approach these issues with careful consideration.
In conclusion, the debate surrounding student participation, AI in education, and the traditional structure of education is a complex one. While there are valid arguments on both sides, it is essential for decision-makers to consider the potential consequences of their actions and make informed decisions that benefit all students.
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