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

2. 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

3. 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.

4. 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.

5. 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

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

7. „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 p. 77.