Abstract (eng)
The present master thesis tries to answer the question, if restructuring our educational system is in contrast to the educational goal “maturity”, as defined by Heinz Joachim Heydorn. In this context, the author uses the educational-academic essays of Heinz Joachim Heydorn and compares essentials terms, such as “education”, “parenting”, “maturity” and “discrepancy”.
The thesis methodically follows the suggestions of educational scientist Ludwig Pongratz – a representative of the “Kritische Bildungstheorie” – and their most critical contents. Beginning with an analysis of the historical and socio-economic conditions as well as the exploitation of education through various interests, he suggests to continue with illustrating the discussion process in order to draw the consequences for an individual curricular educational process.
In their protests - originating from the University of Vienna in October 2009 - students throughout Europe demand a "mature and literate society", whose goal is not merely to demonstrate economical use. Following this school of thoughts, they disapprove of Bologna of 1999 and its main aspect of the “disabling” standardization of the European educational landscape.
In contrast to Bologna beliefs, Heydorn defines "maturity" as a challenge to the individual to contradict set and given ideals, to overcome heteronomy and subsequently reaching a new collective "mature" self-confidence. For this purpose, education and parenting are appropriate means and instruments.
In the present thesis, based on her theoretical prior knowledge, the author affirms her issue for research: The transformation of the educational landscape, as sought in the Bologna process since 1999, contradicts the educational goal "maturity". Nevertheless, the cause is not merely the Bologna reform as such, since it is solely a curricular reaction to the changing socio-economic conditions. Bologna itself offers no acceptable solution and in addition reproduces – finally – immaturity.
At present – even Heydorn offers no viable solution. The concepts of "parenting", "education" and "maturity” remain to be discussed critically in all their inconsistency in order to keep and display national, as well as European educational policy.