What are the Values to be Taught at School? in Frankfurt am Main, Germany

This was the topic of an UPF Symposium in Frankfurt on May 3rd 2014. Four presentations were followed by a lively discussion with the audience. The four speakers were a former school director, a current high school teacher and a future teacher still studying at university. The fourth speaker was a psychologist, who spoke from an outside perspective. In his first presentation, Christian Haubold, teacher for protestant religion and history, elaborated on the three stages of education: formation of character, the acquisition of proper ethical conduct in relation to others and thirdly fostering individual development according to inclination and talent. Our schools concentrate on the third stage only, while character education and ethical conduct are almost entirely left to the family. Many families feel overwhelmed by that task and are looking for support – mostly in vain. Schools should play a supportive role for character and behavioural education. The former school director Wolfgang Krug emphasized the importance of creating a climate of trust and cooperation between the school and the family home. This is not an easy task and demands much human knowledge and forbearance on the part of the teacher. University education barely touches on this important subject, but mostly concentrated on the transfer of knowledge only. Krug did visit each family of his pupils personally while still active in his profession. The third presenter, Martin van Kampen, is still on his way to become a teacher. He would encourage parents to get involved more in school decisions

and school life, even though it might be uncomfortable at times. Parents’ assemblies at school are an important tool for parents to have an impact on school politics. He also brought some examples of “democratically led schools”, mainly from the United States. However the most though-provoking presentation came at the end from Hildegard Piepenburg, a four-time mother and currently finishing her study in psychology. In her message she stated that the so called “sexual revolution” is far from over, but takes on a new momentum in the form in the ideology of “gender mainstreaming” “Gender Mainstreaming” is no longer concerned with offering equal job opportunities and social standing to men and women alike. It has gone far beyond that and has the “free choice of sexual behaviour” at the core of its agenda, aiming especially at young people, even children. Gradually this gender ideology is kreeping into the curricula of schools. Instead of offering guidance and orientation to young people to a fulfilling and happy family life, the youngsters are confronted with the whole spectre of possible sexual relations, encouraging them to make their own choices. Even kindergardens are becoming the target of “gender mainstreaming”. Society at large may not even be aware of this development and are surprised, what their children are being taught at school. In the final round of discussion it was agreed that democracy can be tedious, but the active involvement of parents with the question, what should and what should not be taught at school, is of paramount importance. Only by getting actively involved, wrong and harmful developments like that of “gender mainstreaming” can be curbed.