Ziele der Bildungsreform

• Maximale pädagogische Gestaltungsfreiheit am einzelnen Schulstandort zur

Erstellung innovativer Bildungsangebote bei gleichzeitiger Planungs- und
Ressourcensicherheit
• Ermöglichung regionaler Bildungskonzepte, in denen Schulprofile sinnvoll
aufeinander abgestimmt und Übergänge für Schüler/innen optimal gestaltet werden
• Bessere Qualifizierung von Schulleiter/innen und bedarfsgerechte, autonom am
Schulstandort ausgerichtete Fort- und Weiterbildung für Lehrer/innen
• Erhöhung der Transparenz und verbesserte Steuerung des Schulsystems durch
eine gemeinsame einheitliche Bund-Länder-Bildungsbehörde
• Gezielte Qualitätsentwicklung durch besseres Qualitätsmanagement und
einheitliches Bildungscontrolling

1. Diverse time and place.

Students will have more opportunities to learn at different times in different places.
eLearning tools facilitate opportunities for remote, self-paced learning. Classrooms
will be flipped, which means the theoretical part is learned outside the classroom,
whereas the practical part shall be taught face to face, interactively.
2. Personalized learning.
Students will learn with study tools that adapt to the capabilities of a student. This
means above average students shall be challenged with harder tasks and questions
when a certain level is achieved. Students who experience difficulties with a subject
will get the opportunity to practice more until they reach the required level. Students
will be positively reinforced during their individual learning processes. This can
result in to positive learning experiences and will diminish the amount of students
losing confidence about their academic abilities. Furthermore, teachers will be able
to see clearly which students need help in which areas.
3. Free choice.
Though every subject that is taught aims for the same destination, the road leading
towards that destination can vary per student. Similarly to the personalized learning
experience, students will be able to modify their learning process with tools they feel
are necessary for them. Students will learn with different devices, different programs
and techniques based on their own preference. Blended learning, flipped
 classrooms and BYOD (Bring Your Own Device) form important terminology within
this change.
4. Project based.
As careers are adapting to the future freelance economy, students of today will
adapt to project based learning and working. This means they have to learn how to
apply their skills in shorter terms to a variety of situations. Students should already
get acquainted with project based learning in high school. This is
when organizational, collaborative, and time management skills can be taught as
basics that every student can use in their further academic careers.
5. Field experience.
Because technology can facilitate more efficiency in certain domains, curricula will
make room for skills that solely require human knowledge and face-to-face
interaction. Thus, experience in ‘the field’ will be emphasized within
courses. Schools will provide more opportunities for students to obtain real-world
skills that are representative to their jobs. This means curricula will create more
room for students to fulfill internships, mentoring projects and collaboration projects
(e.g.).
6. Data interpretation.
Though mathematics is considered one of three literacies, it is without a doubt that
the manual part of this literacy will become irrelevant in the near future. Computers
will soon take care of every statistical analysis, and describe and analyse data and
predict future trends. Therefore, the human interpretation of these data will become
a much more important part of the future curricula. Applying the theoretical
knowledge to numbers, and using human reasoning to infer logic and trends from
these data will become a fundamental new aspect of this literacy.
7. Exams will change completely.
As courseware platforms will assess students capabilities at each step, measuring
their competencies through Q&A might become irrelevant, or might not suffice.
Many argue that exams are now designed in such a way, that students cram their
materials, and forget the next day. Educators worry that exams might not validly
measure what students should be capable of when they enter their first job. As the
factual knowledge of a student can be measured during their learning process, the
application of their knowledge is best tested when they work on projects in the field.
8. Student ownership.
Students will become more and more involved in forming their curricula. Maintaining
 a curriculum that is contemporary, up-to-date and useful is only realistic when
professionals as well as ‘youngsters’ are involved. Critical input from students on
the content and durability of their courses is a must for an all-embracing study
program.
9. Mentoring will become more important.
In 20 years, students will incorporate so much independence in to their learning
process, that mentoring will become fundamental to student success. Teachers will
form a central point in the jungle of information that our students will be paving their
way through. Though the future of education seems remote, the teacher and
educational institution are vital to academic performance.

What I'm going to do is to just give a few notes, and this is from a book I'm preparing
called "Letters to a Young Scientist." I'd thought it'd be appropriate to present it, on the
basis that I have had extensive experience in teaching, counseling scientists across a
broad array of fields. And you might like to hear some of the principles that I've developed
in doing that teaching and counseling. 

So let me begin by urging you, particularly you on the youngsters' side, on this path you've
chosen, to go as far as you can. The world needs you, badly. Humanity is now fully into the
techno-scientific age. There is going to be no turning back. 

Although varying among disciplines -- say, astrophysics, molecular genetics, the

immunology, the microbiology, the public health, to the new area of the human body as a
symbiont, to public health, environmental science. Knowledge in medical science and
science overall is doubling every 15 to 20 years. Technology is increasing at a comparable
rate. Between them, the two already pervade, as most of you here seated realize, every
dimension of human life. 

So swift is the velocity of the techno-scientific revolution, so startling in its countless twists
and turns, that no one can predict its outcome even a decade from the present moment. 

There will come a time, of course, when the exponential growth of discovery and
knowledge, which actually began in the 1600s, has to peak and level off, but that's not
going to matter to you. The revolution is going to continue for at least several more
decades. It'll render the human condition radically different from what it is today. Traditional
fields of study are going to continue to grow and in so doing, inevitably they will meet and
create new disciplines. 
In time, all of science will come to be a continuum of description, an explanation of
networks, of principles and laws. That's why you need not just be training in one specialty,
but also acquire breadth in other fields, related to and even distant from your own initial
choice. 

Keep your eyes lifted and your head turning. The search for knowledge is in our genes. It
was put there by our distant ancestors who spread across the world, and it's never going
to be quenched. To understand and use it sanely, as a part of the civilization yet to
evolve requires a vastly larger population of scientifically trained people like you. In
education, medicine, law, diplomacy, government, business and the media that exist
today. 

Our political leaders need at least a modest degree of scientific literacy, which most badly
lack today -- no applause, please. It will be better for all if they prepare before entering
office rather than learning on the job. Therefore you will do well to act on the side, no
matter how far into the laboratory you may go, to serve as teachers during the span of
your career. 

I'll now proceed quickly, and before else, to a subject that is both a vital asset and a
potential barrier to a scientific career. If you are a bit short in mathematical skills, don't
worry. Many of the most successful scientists at work today are mathematically semi-
literate. 

A metaphor will serve here: Where elite mathematicians and statisticians and theorists

often serve as architects in the expanding realm of science, the remaining large majority
of basic applied scientists, including a large portion of those who could be said to be of the
first rank, are the ones who map the terrain, they scout the frontiers, they cut the
pathways, they raise the buildings along the way. 

Some may have considered me foolhardy, but it's been my habit to brush aside the fear of
mathematics when talking to candidate scientists. During 41 years of teaching biology at
Harvard, I watched sadly as bright students turned away from the possibility of a scientific
career or even from taking non-required courses in science because they were afraid of
failure. These math-phobes deprive science and medicine of immeasurable amounts of
badly needed talent. 

Here's how to relax your anxieties, if you have them: Understand that mathematics is a
language ruled like other verbal languages, or like verbal language generally, by its own
grammar and system of logic. Any person with average quantitative intelligence who
learns to read and write mathematics at an elementary level will, as in verbal language,
have little difficulty picking up most of the fundamentals if they choose to master the
mathspeak of most disciplines of science. 

The longer you wait to become at least semi-literate the harder the language of
mathematics will be to master, just as again in any verbal language, but it can be done at
any age. I speak as an authority on that subject, because I'm an extreme case. I didn't
take algebra until my freshman year at the University of Alabama. They didn't teach it
before then. 

I finally got around to calculus as a 32-year-old tenured professor at Harvard, where I sat

uncomfortably in classes with undergraduate students, little more than half my age. A
couple of them were students in a course I was giving on evolutionary biology. I swallowed
my pride, and I learned calculus. 

I found out that in science and all its applications, what is crucial is not that technical
ability, but it is imagination in all of its applications. The ability to form concepts with
images of entities and processes pictured by intuition. I found out that advances in science
rarely come upstream from an ability to stand at a blackboard and conjure images from
unfolding mathematical propositions and equations. They are instead the products of
downstream imagination leading to hard work, during which mathematical reasoning may
or may not prove to be relevant. Ideas emerge when a part of the real or imagined world is
studied for its own sake. 

Of foremost importance is a thorough, well-organized knowledge of all that is known of the

relevant entities and processes that might be involved in that domain you propose to
enter. When something new is discovered, it's logical then that one of the follow-up steps
is to find the mathematical and statistical methods to move its analysis forward. If that step
proves too difficult for the person or team that made the discovery, a mathematician can
then be added by them as a collaborator. 

Consider the following principle, which I will modestly call Wilson's Principle Number
One: It is far easier for scientists including medical researchers, to require needed
collaboration in mathematics and statistics than it is for mathematicians and statisticians to
find scientists able to make use of their equations. It is important in choosing the direction
to take in science to find the subject at your level of competence that interests you
deeply, and focus on that. 
Keep in mind, then, Wilson's Second Principle: For every scientist, whether researcher,
technician, teacher, manager or businessman, working at any level of mathematical
competence, there exists a discipline in science or medicine for which that level is enough
to achieve excellence. 

Now I'm going to offer quickly several more principles that will be useful in organizing your
education and career, or if you're teaching, how you might enhance your own teaching and
counseling of young scientists. In selecting a subject in which to conduct original
research, or to develop world-class expertise, take a part of the chosen discipline that is
sparsely inhabited. Judge opportunity by how few other students and researchers are on
hand. 

This is not to de-emphasize the essential requirement of broad training, or the value of
apprenticing yourself in ongoing research to programs of high quality. It is important also to
acquire older mentors within these successful programs, and to make friends and
colleagues of your age for mutual support. But through it all, look for a way to break out, to
find a field and subject not yet popular. 

We have seen this demonstrated already in the talks preceding mine. There is the quickest
way advances are likely to occur, as measured in discoveries per investigator per
year. You may have heard the military dictum for the gathering of armies: March to the
sound of the guns. In science, the exact opposite is the case: March away from the sound
of the guns. 

So Wilson's Principle Number Three: March away from the sound of the guns. Observe
from a distance, but do not join the fray. Make a fray of your own. Once you have settled
on a specialty, and the profession you can love, and you've secured opportunity, your
potential to succeed will be greatly enhanced if you study it enough to become an expert. 

There are thousands of professionally delimited subjects sprinkled through physics and

chemistry to biology and medicine. And on then into the social sciences, where it is
possible in short time to acquire the status of an authority. When the subject is still very
thinly populated, you can with diligence and hard work become the world authority. 

The world needs this kind of expertise, and it rewards the kind of people willing to acquire
it. The existing information and what you self-discover may at first seem skimpy and
difficult to connect to other bodies of knowledge. Well, if that's the case, good. Why hard
instead of easy? 
The answer deserves to be stated as Principle Number Four. In the attempt to make
scientific discoveries, every problem is an opportunity, and the more difficult the
problem, the greater will be the importance of its solution. 

Now this brings me to a basic categorization in the way scientific discoveries are
made. Scientists, pure mathematicians among them, follow one or the other of two
pathways: First through early discoveries, a problem is identified and a solution is
sought. The problem may be relatively small; for example, where exactly in a cruise ship
does the norovirus begin to spread? Or larger, what's the role of dark matter in the
expansion of the universe? As the answer is sought, other phenomena are typically
discovered and other questions are asked. 

This first of the two strategies is like a hunter, exploring a forest in search of a particular
quarry, who finds other quarries along the way. The second strategy of research is to study
a subject broadly searching for unknown phenomena or patterns of known phenomena like
a hunter in what we call "the naturalist's trance," the researcher of mind is open to anything
interesting, any quarry worth taking. The search is not for the solution of the problem, but
for problems themselves worth solving. 

The two strategies of research, original research, can be stated as follows, in the final
principle I'm going to offer you: For every problem in a given discipline of science, there
exists a species or entity or phenomenon ideal for its solution. And conversely, for every
species or other entity or phenomenon, there exist important problems for the solution of
which, those particular objects of research are ideally suited. Find out what they are. You'll
find your own way to discover, to learn, to teach. 

The decades ahead will see dramatic advances in disease prevention, general health, the
quality of life. All of humanity depends on the knowledge and practice of the medicine and
the science behind it you will master. You have chosen a calling that will come in steps to
give you satisfaction, at its conclusion, of a life well lived. And I thank you for having me
here tonight. 

(Applause) 

Oh, thank you. Thank you very much. I salute you. 

Ethik
breites Spektrum
Welcher Zusammenhang gibt es zwischen den 5. Kondratieff und der Notwendigkeit
nach einer Bildungsreform

Beginnend mit den ´90 Jahre , spricht man über den 5. Kondratieff -die letzte
Konjunkturwelle die sich im engen Zusammenhang mit den Technologischen Umwandlung
entwickelt hat. Es handelt sich also um den 3. und 4. Industrielle Revolutionen: der
Aufschwung der Elektronik (der Transistor und der Mikroprozessor) und der des Internets.

Die zwei wissenschaftlich-technischen Innovationen bestimmen seit ein halbes

Jahrhundert den Werdegang aller wirtschaftlichen Sektoren und prägen das soziale
Leben. Egal ob privat oder öffentlich, die gesellschaftlichen Akteure adoptieren die
innovativen Technologien in fast allen ihrer Tätigkeiten und erzielen somit eine bessere
Effizienz und Effektivität. Der technische Boom hat aber als Folge auch eine beschleunigte
Entwicklung der Gesellschaft als Summe aller menschlichen Beschäftigungen aber als
einzelnen Individuen gesehen. Heutzutage, nachdem wir nicht mehr in die „Frenzy-
Phase“ sind sondern in die Nutzungsphase, können wir feststellen, dass wir in der
Gegenwart von nur ein winziges Teil des Fortschritts profitiert haben. Die künstliche
Intelligenz beispielsweise verspricht eine rasche Veränderung des Alltagsleben: Lesen,
Schreiben, Kommunikation, Arbeiten, Medizin, Transport oder Lernen scheinen alle eine
neue Form in den neuen Welt zu bekommen. Und obwohl manche von uns ein wenig
durcheinander oder skeptisch sind wenn wir an der automatisierten Welt denken, an den
Self-Driving Autos, an den Ghirn-Interface Verbindungen oder an den öffentlichen Weltall-
Reisen passiert das tatsächlich so. Die Welt verändert sich und die neue Generation muss
dafür vorbereitet sein um den Entwicklungsprozess fortsetzen zu können. Und für den
Paradigmenwechsel müssen mehrere politisch- gesellschaftlichen Verfahren adaptiert
und angepasst werden.
Ein wichtiger Begriff in diesem Kontext ist die Bildung der neuen Generationen. Was, wie,
wann und wo muss man verändern. Welche ist die Beziehung zwischen Humanität und
Roboter. Welche Vorteile bzw. Nachteile könnte ein Bildungssystem mit sich bringen der
menschlichen mit maschinellen Fingerprint fusioniert hat? Welche ist die Rolle und
Verantwortung der heutigen Politiker und Großmächte um die Zivilisation auf die Zukunft
vorzubereiten? Welche Reformversuche gab es bis jetzt, welche haben gescheitert und
wie würde einen erfolgreichen Bildungswandel aussehen.
All diese sind komplexe Fragen auf denen man in der Arbeit versuchen wird eine
umfassende oder wenigstens umfangreiche Antwort zu finden.