Swiss Schools Face History, Philosophy Teaching Challenges
The teaching of history and philosophy in Swiss schools is facing challenges. The hours dedicated to these subjects have been reduced in upper secondary schools. Meanwhile, educators are seeking ways to improve history teaching, despite resource limitations.
The term 'democracy' is being used excessively, potentially diluting its meaning due to political inflation. This comes as hours for history and philosophy/religion have been significantly cut in upper secondary schools in Switzerland.
Hans Malz, an educator, is seeking expert advice to tackle the complexity of teaching history. He aims to make the subject more accessible and engaging for students. The reunification of Germany, an achievement of democracy over dictatorship, is one historical event that could be highlighted to illustrate democratic principles.
However, the current history material at SBBZ is designed for a 10-year curriculum, but students only stay for nine years. This discrepancy may lead to incomplete learning. Some forum participants disagree with the statement about the reunification, indicating the need for diverse perspectives in teaching.
Dr. Steinke, part of the Standing Conference of the Ministers of Education and Cultural Affairs (KMK), confirms that reductions were made by Frau Prien. Rainer Zufall suggests removing certain examples and adding historical context to teaching materials to improve learning outcomes. However, there are no new resources available for smaller subjects, making implementation challenging.
The reduction in hours for history and philosophy in Swiss upper secondary schools presents challenges. Educators are seeking ways to improve teaching methods, despite resource limitations. The complexity of history and the need for diverse perspectives must be addressed to ensure students receive a comprehensive education.
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