Articles
THE GERMAN APPROACH OF HORTICULTURAL EDUCATION
Article number
762_39
Pages
401 – 406
Language
English
Abstract
Is Humboldt’s idea of the unity of research and teaching still acceptable for the education of agricultural and horticultural students today? Humboldts ideal of the coexistence of research and teaching the unity of research and teaching has become a model for universities world wide.
Central to this model is the transfer of knowledge in the spirit of research and the idea of research-oriented teaching.
Students and teachers are joined together in their endeavour to examine critically traditional bodies of knowledge and to co-operate actively in the advancement of learning.
Under the impacts of budget reductions, leading to cuts in the academic programs in agricultural education of agrarian and horticultural students, Humboldts idea is questioned increasingly.
On the one hand, this paper deals with the consequences of this change and, on the other, discusses how the unity of research and teaching still can be practised under todays economic and organisational conditions.
Central to this model is the transfer of knowledge in the spirit of research and the idea of research-oriented teaching.
Students and teachers are joined together in their endeavour to examine critically traditional bodies of knowledge and to co-operate actively in the advancement of learning.
Under the impacts of budget reductions, leading to cuts in the academic programs in agricultural education of agrarian and horticultural students, Humboldts idea is questioned increasingly.
On the one hand, this paper deals with the consequences of this change and, on the other, discusses how the unity of research and teaching still can be practised under todays economic and organisational conditions.
Authors
W. Bokelmann
Keywords
higher education system, objectives, unity of research and teaching, problem based learning
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