Anglo‐German Perceptions of Education

In an analysis of recent British references to the education system of the FRG, we must not only consider the phenomena used for comparison but also pay attention to their context. A comparison of education systems is based on descriptions which must be as accurate as possible; but alongside those descriptions, evaluative criteria have to be adduced-otherwise the comparison remains lifeless and b6ring. This evaluative element must play a stronger part if one is speaking about comparisons already carried out. Such judgement ought also to be allowed by educationists, provided that it is frankly presented and clearly recognisable as such to the reader. The following remarks are written from an evaluative point of view. Perhaps it should be assumed that the British education system is held in high regard in the FRG. A great number of studies and articles (H. Schmidt counted more than 900 titles) have made known principally those phenomena which have been regarded here as exemplary,