EDC/HRE in Higher Education in Germany Workshop 2 EDC/HRE in Higher Education in Germany

Freedom of Science and Research Commitment to Constitutional Values “Autonomy” of the University Education as Länder Responsibility Grundgesetz für die Bundesrepublik Deutschland, Artikel 5 (3): Kunst, Wissenschaft, Forschung und Lehre sind frei. Die Freiheit entbindet nicht von der Treue zur Verfassung. 16 Higher Education Acts

Higher Education Acts define / protect the self-administration of the university, the independence of the teaching staff, the students‘ participation, instruments for the prevention of discrimination, a system of internal appeal.

Dimensions in which EDC and HRE are crucial: Political independence, teaching and research content, freedom of learning, Social behaviour university staff / students, mechanisms of conflict resolution.

Factors of Higher Education‘s Development STRENGTHS Acceptance of universities in the dialogue of civil society authority of science for political decision makers WEAKNESSES Lack of EDC basic studies Ignorance of ideologies Inability to prevent extremist mind-sets OPPORTUNITIES Co-operation with self-conscient players in the EDC/HRE field (NGOs, Foundations etc.) RISKS „Scolarisation“ and alienating drill Selfsubmission in a merciless competition

Players and tools of good practice: three examples Institut für die Didaktik der Demokratie (Hannover) Masterstudiengang Demokratiepädagogik (Berlin) Class Room Council Material (Mainz)

„Democracies all over the world are undervaluing, and consequently neglecting, skills that we all badly need to keep democracy vital, respectful, und accountable.“ Martha C. Nussbaum: Not for Profit. Why Democracy needs the Humanities. Princeton 2010. p. 77.