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Humboldt's model was based on two ideas of the Enlightenment: the individual and the world citizen.Humboldt believed that the university (and education in general, as in the Prussian education system) should enable students to become autonomous individuals and world citizens by developing their own powers of reasoning in an environment of academic freedom.
[65] [66] Thus, academic education is open to most citizens and studying is very common in Germany. The dual education system combines both practical and theoretical education but does not lead to academic degrees. It is more popular in Germany than anywhere else in the world and is a role model for other countries. [67]
It also includes short-lived foundations and educational institutions whose university status is a matter of debate. The operation of the degree-awarding university with its corporate organization and relative autonomy, which had emerged in the Christian medieval world , [ 1 ] was continued into the new era.
Education in Nazi Germany (24 P) Pages in category "History of education in Germany" The following 9 pages are in this category, out of 9 total.
[1] [better source needed] [2] The main dimensions of university autonomy are academic, organizational, financial and staffing autonomy. [ 1 ] The 1988 Magna Charta Universitatum defines the first fundamental principle of a university to be an "autonomous institution" whose "research and teaching must be morally and intellectually independent ...
History of education in Germany (4 C, 9 P) M. ... Pages in category "Education in Germany" The following 66 pages are in this category, out of 66 total.
Education in the German Democratic Republic (East Germany) was a socialist education system and was compulsory from age 6 until age 16. State-run schools included crèches , kindergartens , polytechnic schools , extended secondary schools , vocational training , and universities .
Bildungsbürgertum (German: [ˈbɪldʊŋsˌbʏʁɡɐtuːm]) was a social class that emerged in mid-18th-century Germany as the educated social stratum of the bourgeoisie. It was a cultural elite that had received an education based on the values of idealism and classical studies and which steered public opinion in art and patterns of behaviour.