3. Frank-Rüdiger Jach: Schulverfassung und Bürgergesellschaft in Europa

Ohne Zusammenfassung     

„Fördern und Entwickeln“

Dieser Beitrag untersucht Konzepte der Organisationsentwicklung einerseits als diskursives Ereignis im Foucaultschen Sinne und andererseits als institutionelle Handlungslogiken. Das hier zu untersuchende Wissen funktioniert auf normalisierende Weise. Es entwirft den „lebenslang lernenden Unternehmer seiner selbst“. Das „F?rdern und Entwickeln“ l?sst sich als Normalisierungswissen zur Steigerung der Leistungsf?higkeit von „Humanressourcen“ beschreiben, das innerhalb eines Machtdispositivs zur Geltung kommt. Dieses Machtdispositiv entspricht nicht mehr dem pyramidenf?migen Modell der Maschinenbürokratie, sondern dem netzf?rmigen Machtmodell des Organisationstypus „Markt“. Die Brücke zwischen Diskursanalyse und Organisationsforschung l?sst sich mittels eines Verfahrens „loser Kopplung“ schlagen. Auf der Ebene einer organisationssoziologischen Analyse lassen sich organisationstypische Varianzen des diskursanalytisch untersuchten „Drehbuchwissens“ feststellen. Verschiedene Organisationen nutzen dieses Wissensangebot auf verschiedene Weise. über die Singularit?t und Partikularit?t des Einzelfalles hinausgehend lassen sie sich in die Typologie von „Bürokratie“, „Clan“ und „Markt“ einbetten. In dieser Typologie nimmt das P?dagogische systematisch unterschiedliche Positionen ein. Die Position des „F?rderns und Entwickelns“ l?sst sich dem Organisationstypus „Markt“ zuordnen. Auf der Ebene eines diskursanalytischen Konstruktivismus hat die Organisation den Stellenwert des Ortes, an dem die Norm sich ausstellen kann.     

Discourse,Structure and Practice of Continuing Education: A Comparison Between Switzerland and Germany

Switzerland and Germany are countries with many similarities in terms of culture, economic development and education. This article compares their continuing education systems and how they have responded to national and international trends. The authors examine the extent of teaching and research in this field, as well as the economic, legal and organizational aspects of continuing education. Among other things, they consider why private providers of continuing education play a far greater role in Switzerland than in Germany.     

Children's Personal Prerogative in Home and School Contexts

The present study examined young children's conceptions of personal prerogative in the contrasting contexts of home and school. The central question was whether young children have a stable conception of the personal which underlies their responses to regulations in varying contexts. Interviews concerning conceptions of the personal domain were conducted with 37 middle class first grade children. The children were aware of continuities and discontinuities in personal prerogative at home and school as highlighted by their understandings of conventions at school. They identified areas of prerogative at school, but were aware of the conventionalization of some personal issues. They considered school to be the more restrictive place. Despite some willingness to cede authority to teachers for many personal issues, the children reserved rightful decision locus for themselves. They were noncommittal as to whether prerogative should be narrowed at school. They attempted negotiations in both settings, despite less success at school. The children had a conception of personal prerogative which extended over both home and school contexts. Results have implications for classrooms responsive to children's development of autonomy. The study was limited largely to white middle class children, however it raises questions which could have implications for a much broader range of children. Further studies on prerogative in contrasting contexts considering class and ethnic differences may also yield implications for classroom practice which is child and culture sensitive.     

Electron diffraction studies of etched al leaf films

Anomalies occurring in electron diffraction patterns of etched An leaf films were studied. The anomalies were of two kinds, extra lines and orientation effects. The extra lines, in agreement with the report of Thomson and Cochrane, were attributed to contamination of the films by some long chain compound. The orientation effects consisted of a variation of the intensities of several of the lines of the An patterns obtained from the intensity of these same lines as observed in standard patterns of randomly-oriented Au. These abnormal intensities evidenced the existence of the [100] crystal direction as an axis of orientation perpendicular to the face of the film. A second orientation effect, the arcing of some of the lines of the Au patterns, indicated a second axis of orientation parallel to the face of the film but insufficient evidence prevented the identification of this axis of orientation.Results of the orientation study confirm the findings of other investigators, particularly those of Trillat and Hirsch.