aufbrüche - Joachim Herz Stiftung

AUFBRÜCHE
EDUCATION IN FOCUS
“Aufbrüche” – the plural
form of the noun “Aufbruch,”
man for “departure” –
Ger­
comes with a wide range of
connotations: embarking on
a journey, venturing into the
unknown, being excited, curious, and a little bit nervous
all at the same time, daring
Each EconomyCamp
gives 50 young people
from Germany and
the US the chance
to discuss current
economic issues.
to make a new beginning,
doing things differently from
now on, and taking a turn for
the better.
AUFBRÜCHE
GO FIGURE!
Education makes all the difference: it stimulates creativity and imagination, offers an escape from stasis and boredom, and opens up new opportunities and perspectives. The magazine in front of you has been produced
by, and reports on, educational stakeholders who are making a statement
with their level of commitment. They are all of part of our Foundation’s
network, which encompasses everyone from high school students with
scholarships to trainees, college students, teachers, doctoral candidates,
research fellows, and researchers.
We value the relationships with our alumni and project partners:
their input gives us food for thought and raises questions connected to our
current areas of focus. With Aufbrüche – Education in Focus, we are ushering in a new era in terms of networking and alumni relations, a new era
that will provide the impetus necessary to further develop our programs
and the work of the Foundation. With Aufbrüche, we aim to provide a platform on which to discuss issues relevant to society, debate innovative
­approaches, and present ideas and research findings to a wider audience.
All the content found in this inaugural issue of Aufbrüche – Education in Focus has one thing in common: it’s all about making a fresh start,
leaving the road well traveled to search for a better way of doing things. We
want to use this issue to introduce you to our Foundation and show you
how we approach the subject of education, how we think, research, and
work. In the next issue, our alumni and network partners will set out their
views on the topic of “risk.” Until then, dear readers, please feel free to contribute your valuable comments, suggested topics, and ideas, all of which
you can send to [email protected]. We look forward to
hearing from you.
689,700
Number of children who started school in
Germany in the 2013/14 academic year.
695,259
Number of adults who retired in Germany in 2013.
13
Yours sincerely,
Petra Herz
TERA ELECTRON VOLTS
Hamburg-based foundations, both large and small, joined
f­orces with other donors/benefactors to establish the Flüchtlinge und Ehrenamt (Voluntary Services for Refugees) fund.
The aim is to offer unbureaucratic financial support to volunteers who help refugees and their families in Hamburg.
2
JOACHIM
HERZ
STIFTUNG
868,000
newly-founded full- and part-time businesses
in Germany in 2013. Share of women
entrepreneurs: 43%.
1,600,000
newly founded full- and part-time businesses
in Germany in 2003. Share of women
entrepreneurs: 38%.
The first issue of this magazine will be available as a supplement in ZEIT
and ZEIT Campus. If you would like to carry on reading the magazine in the
future, you can send an e-mail to [email protected] to be added to our mailing list. You will then receive a link to the upcoming digital
issues of Aufbrüche – Education in Focus.
GO FIGURE! Did you know?........................ 2
EDITORIAL By Petra Herz.............................. 3
OPENING REMARKS
From the Executive Board
and Board of Trustees ....................................... 4
THE PEOPLE ARE READY FOR
CHANGE By Prof. Dr. Peter Kruse........... 5
THE SHAPE-SHIFTER
Interview with Michel Abdollahi.............. 8
NO HORSEPLAY A brief history of
change – and horses ...................................... 11
WHY ECONOMIC EDUCATION?
Interview with Dr. Wolf Prieß..................... 12
IT’S SCIENCE, NOT WITCHCRAFT
Discussion on scientific literacy.............22
“ISLE OF ECONOMY” How a
computer game illustrates economic
fundamentals ........................................................... 15
SYSTEMATIC CHANGE OF PERSPECTIVE Research in systems biology.......24
ENTREPRENEURSHIP PUZZLE Put
your flair for innovation to the test ...17
DECIPHERING THE UNIVERSE A
graphic novel on particle physics.........18
AN UP-AND-COMING NEIGHBORHOOD Who said this was a problem
area?...............................................................................20
A NEW WORLD?
Looking across the pond .............................26
JOACHIM HERZ STIFTUNG
Paving the way for education..................28
CHANGE OR STASIS?
The column...............................................................34
EDITORIAL/CONTENTS
The number of German states
whose 2014/15 curricula
contain compulsory modules
on particle physics (Bavaria,
Bremen, Hamburg, North
Rhine-Westphalia).
Photos: Annette Schrader (cover, top right), Andreas Klingberg (cover, left), Jörg Müller
(cover, below right), Maria Feck (page 3)
19
Chairwoman of the Executive Board of the Joachim Herz Stiftung
Illustration: Tina Polster
THE COLLISION ENERGY THAT
HAS BEEN USED SINCE MAY
2015 TO SMASH PARTICLES AT
THE WORLD’S LARGEST PARTICLE ACCELERATOR, THE LHC
NEAR GENEVA.
3
EXECUTIVE BOARD
“Joachim Herz, the man who founded our
Foundation, would certainly have approved
of the topic of ‘Aufbruch.’ He was always
prepared to make a fresh start, question
accepted conventions, and try new ideas.
Trying something new or different takes
courage and trust in your own abilities,
with education making all the difference.
It gives young people and young adults the
tools they need to recognize and develop
their own potential. It also puts them in a
position to break down outdated structures,
explore the unknown, and thus make a vital
contribution to the development of society
at large.”
Petra Herz
Chairwoman of the
Executive Board
Andrea Pauline Martin
Vice-Chairwoman of
the Executive Board
Ulrich Müller
Member of the
Executive Board
(from right to left)
THE PEOPLE ARE
READY FOR CHANGE
BOARD OF TRUSTEES
4
JOACHIM
HERZ
STIFTUNG
T
here’s no doubt that the world has become a
more complex place. There have been numerous
phases of major change and accompanying uncertainty throughout history. The current situation, however, is clearly unlike anything that has gone
before. The sheer volume of individual contributions
that come straight to the public’s attention via digital
networks, direct and unfiltered, generates a level of
media noise that makes it ever harder to spot the signs
of the times. What really matters?
GETTING STARTED
PROF. DR.
ALBRECHT
WAGNER
Vice-Chairman
of the Board of
Trustees
“For me, a journey on
board a ship is the ultimate fresh start – and
shipping is my calling. I
am excited to be able to
accompany the Joachim
Herz Stiftung as it makes
a fresh start of its own.”
The media saw him as Germany’s change management guru.
Prof. Dr. Peter Kruse, who was widely regarded as a visionary and
intellectual pioneer, died suddenly on June 1. Shortly before,
he wrote this piece on the potential for change in German society.
Photo: nextpractice GmbH
“Speaking as Chairman of the
Board of Trustees, it has been
a privilege to support the
Joachim Herz Stiftung and
watch it evolve over the years
since its inception. Courage
and discipline are of particular
importance in the work of a
foundation, especially when it
comes to breaking new ground
and building on what has already been achieved.”
“No researcher can succeed without innovative
approaches and creative
ideas. With its work in many
different areas, the Joachim
Herz Stiftung supports
efforts to question our
existing knowledge and
break out into new dimensions.”
Photos: Jörg Müller (top), Andreas Klingberg (left and below),
Hapag Lloyd AG (below right)
OPENING REMARKS
DR. CHRISTIAN
OLEARIUS
Chairman of
the Board of
Trustees
MICHAEL BEHRENDT
Member of the Board
of Trustees
Citizens develop
future scenarios
together at
networking events.
5
A DESIRE FOR A FUNDAMENTALLY
­DIFFERENT OUTLOOK
In order to retain one’s bearings in the complexity of
a networked society, it is becoming ever more vital to
leave the opinion level behind and search for more
deep-rooted collective patterns. These work like force
fields based on shared values, enabling people to intuitively synchronize their behaviors. These highly stable
fields form a promising layer of analysis for detecting
connections within society. Using our own data collection process, which is able to capture these fields, we at
nextpractice GmbH have conducted several thousand
one- to two-hour in-depth interviews with ­citizens,
­experts, and decision-makers over the past few years,
the aim being to arrive at an assessment of the way Germany is developing. Our findings offer plenty of food
for thought: more than three quarters of those we interviewed intuitively feel the need for a fundamentally different outlook. People
agree that, unless there is a sea
change in the way we structure
both the economy and society, Germany is putting its future viability in jeopardy. Decades of putting
efficiency and profit maximization first have created a pressure to
succeed that is now viewed as unrealistic in light of demographic
PETER KRUSE
change.
“THE TIES OF
CULTURE AND
VALUES HOLDING
PEOPLE TOGETHER
IN GERMANY ARE
STRETCHED TO
BREAKING POINT.”
PROF. DR.
PETER KRUSE
6
In addition, the assumption that there is such a thing
as common ground in terms of basic values in Germany is not borne out by the data collected during the interviews. The findings clearly reveal a division between
two separate value groups that are more or less independent from one another. Just over half the interviewees are downcast and see themselves as losers in a society­where competition and return on investment have
the upper hand over solidarity and equitable distribution of wealth. These individuals yearn for a collective
identity, with people standing shoulder to shoulder in a
strong society. The other group, which is almost as large,
believes first and foremost in the motivation and skills
of the individual. People with these values are much
more optimistic. They see themselves as the bene­
ficiaries of change and assume that they are personally
well equipped for the growing challenges of a globally­
linked economy. The perspectives of the two groups
are so far apart that they only share about a fifth of the
­values discussed in the interviews. In light of this collapse of shared understanding, the likelihood of conflict-laden polarization is high.
JOACHIM
HERZ
STIFTUNG
WHAT KIND OF A SOCIETY DO
WE WANT TO LIVE IN?
The ties of culture and values holding people together
in Germany are stretched to breaking point – and carrying on as before is clearly not a sensible option.
We urgently need a wide-ranging and unbiased debate
if we are to transfer the willingness to make a fresh
start so evident in the data into productive impetus for
change. The central question is this: “What kind of a
society do we want to live in?” In contrast to the ques-
Photo: nextpractice GmbH
GETTING STARTED
COMMON GROUND
HAS ERODED
tion of where the journey should take us, the interviewees­are broadly in agreement in terms of their criticism
of the status quo in Germany. There is a great deal of
complaint that Hartz IV and Agenda 2010 (social welfare reforms) marked the start of a course of action that
undermines the recipe for success in a social market
economy without making any sustainable contribution to Germany’s long-term viability in terms of competitiveness and standard of living.
Politicians are accused of failing to address the need
to boost innovation. In particular, they have not done
their homework on education and in terms of involv-
Prof. Dr. Peter Kruse was
the founder of, and driving
force behind, the consultancy
­company nextpractice. He was
a scientist for 15 years, work­
ing on the boundary between
neurophysiology, experimen­
tal psychology, and the
processing of complexity in
intelligent networks. In 2014,
the HRM Research Institute
put him in the top ten of its
list of “500 Pioneers in Human
Resource Management.”
ing people in democratic
decision-making processes. Instead of the application of economic efficiency
criteria to learning, citizens want to see a broader scope
and more willingness to experiment as regards both
the form and content of education. Unless there are
positive incentives for inquisitiveness, lateral thinking, and the willingness to take risks, a great deal of potential, including in terms of entrepreneurial activity,
will continue to be lost. Good education can change all
this.
TEXT: Prof. Dr. Peter Kruse
7
THE
SHAPE-SHIFTER
Michel Abdollahi talks about coming of age in the
midst of poetry slams, family, and national identities.
PERSONAL DEVELOPMENT
8
Mr. Abdollahi, why is Battle of the Arts called
Battle of the Arts?
The name came about more or less by chance, and
many people initially thought it was too harsh. I think
competition is, to some extent, a foreign concept in
Germany, at least when we’re not talking about corporations or the economy. But poetry slams don’t work
unless there is an element of competition. Although
everyone says that it’s not about winning, they’re lying!
Putting your ability to the test and winning awards is
something that motivates anyone to bring their A game
and then to keep getting better. You only know how
much a rug is worth once it’s been sold. At the same
time, there is something playful about a poetry slam;
it offers scope both for an individual and a team ex­
perience.
What happens to a person’s personality when
they slam?
Slamming is an expression of personal experience.
The audience can tell from each piece roughly how old
the performer is. What slammers do is genuine. In the
long run, no one can keep slamming about things that
they haven’t experienced themselves. You have to open
yourself up, which is always challenging – ­especially
during puberty. You can play a role for a short time out
JOACHIM
HERZ
STIFTUNG
there on stage, but you can’t keep it up forever. So my
tip for young people is to keep it real. Playing a role
gives you a sense of security and lets you broaden your
horizons, but don’t get stuck in it.
And how does team spirit emerge?
Very naturally. The competitors are all performing for
the same audience. The feeling is a bit like a traveling
circus or an orchestra. The slammers join forces­to
­entertain the crowd. I think that it’s this mix of competition and team spirit that makes poetry slams so popular.
How do you find being on stage?
I started doing poetry slams with my own pieces at
the age of 18. Slamming wasn’t a huge challenge for
me, even though audiences back then were a lot o
­ lder­
than they are today – and therefore a lot older than me.
I loved being on stage. I’m good at improvising and
I soon pick up on what people like. Even though I
­developed a sort of persona, it was mostly based on the
real me anyway. But when I’m slamming, my German
side comes more to the fore …
Why your German side?
Well, I came to Germany from Iran with my grand­
parents when I was five – my parents joined us a year
later. I have a really close relationship with my parents, I worked with them in the family business, and
we lived together as a family for many years. At home,
I tend to mostly show my Iranian side. Poetry slamming was very much my domain; in fact, it was all
mine. I didn’t want to let my parents in. They wanted
to know why I was hiding away from other people, but I
told them that I was hiding from them so that I could do
something for myself.
MICHEL
ABDOLLAHI
Photo: Jörg Müller
M
ichel Abdollahi is a lawyer, a scholar of
­Islam, a poetry slammer, a master of ceremonies, and an NDR reporter whose brief
is to cover “cultural curiosities.” Abdollahi
is used to presenting at events hosted by the German
President or at Kampf der Künste (Battle of the Arts),
Europe’s largest poetry slam. He is a multitalented,
upbeat Iranian German who is so accustomed to taking differences in his stride that you soon feel a little
one-dimensional in his presence.
As the co-founder of,
and master of ceremonies
at, Kampf der Künste
(Battle of the Arts),
Michel ­Abdollahi, born
in 1981, has helped make
Hamburg a stronghold of
poetry slamming together with his ­colleagues.
Among other projects,
Abdollahi is involved in
Zweikampfverhalten e. V.
and the “grips gewinnt”
scholarship program for
high school students. He
also helps schools combat
youth ­violence by offering
anti-aggression and rhetorical training.
9
“Human beings are members
of a whole, in creation of one
essence and soul. If one
member is afflicted with pain,
other members uneasy will
remain. If you have no
sympathy for human pain,
the name of human you cannot
retain.”
FROM “THE ROSE GARDEN” (1258)
BY PERSIAN POET AND MYSTIC SAADI
PERSONAL DEVELOPMENT
Michel Abdollahi likes to
close his evenings as an MC by reading
a short passage of Persian poetry.
10
granddad was in fits of laughter; he filmed it all on his
cell phone and found it really magical. I then said to
them: “Now you know what I do. If you want to come
again, then you’ll have to do what German parents do
and buy a ticket.” Parents don’t always have to watch
what their kids are doing, right?
What gave you your self-confidence?
I grew up in a really tight-knit school environment.
I was pretty much around the same people from elementary school all the way until the end of high
school. No one went away, not even to university.
I gained a huge circle of friends during this period –
people who I’m still friends with today. I found class
trips and excursions particularly important. Shared
experiences in small places are fundamental, a bit like
in the Big Brother house. You throw in a few people,
JOACHIM
HERZ
STIFTUNG
1908 | HORSEPOWER
CA. 1900 | BACKING THE
(WRONG) HORSE
“I believe in the horse. The automobile is just a
temporary phenomenon.”
Kaiser Wilhelm II misreading the course of history
at the beginning of the 20th century, perhaps also
explaining why he was the last German emperor.
Did you have any role models who helped you
along the way?
In a sense, there was my elementary school principal Mr. Bamberg – the only male teacher at the school.
He was strict, conservative, and had a lot of gravitas.
In fact, he was quite intimidating.
What impressed me was his neutrality. Although I was the only foreigner in the class, he simply made
a note of the fact but didn’t accord
me any special status. After having
read from the Bible in a religious
studies class, he then made the
students aware of the Koran. Once
we’d gone over European currencies, he then also put the Iranian
one on the blackboard. This experience sharpened my view of accepting differences.
1911 |
AVANT-GARDE
In 1911, Franz Marc painted a picture of a blue
horse, thus breaking the
established artistic rules
of the day. Misunderstood and mocked by its
creator’s contemporaries,
“Blue Horse I” is now a
symbol of the artistic
shift into the modern era.
You clearly had positive
experiences at school. What, in
your view, constitutes a good
education?
Tricky question. There are so
many different factors. It’s perhaps most important to see what a
child is capable of and then nurture
those skills. I always thought that I
accomplished so many things on
my own. But when I look back, I don’t see it that way. I
always received support from somewhere or other.
So what support do young people need?
Support isn’t about turning Bs into As. And to be honest, not every child needs a scholarship. The skill lies
in recognizing who really needs it and who is motivated enough to use it wisely. They can then serve as
a role model for those around them. Not everybody has
to be president; instead, everyone should aspire to do
what they like doing and follow their talents. And, as is
the case with “grips gewinnt,” scholarships have to be
about more than money. In my experience, friends and
family background are more important, at least to start
with, than money or support from the state.
Mr. Abdollahi, thank you for your time.
INTERVIEW: Mirko Zapp
“If I had asked
people what they wanted,
they would have said faster
horses.”
Henry Ford, US industrialist and founder of the Ford Motor Company, didn’t ask
people what they wanted, however. Instead, he began manufacturing the Ford
Model T, the first-ever mass produced car, in 1908 – a vehicle with 20 hp.
NO
HORSEPLAY
Photos: Pickelhaube helmet, Ford, chess knight: www.freepik.com; Kafka: © vyskoczilova –
Fotolia.com; Blue Horse I/Wikipedia; horse with rider: Joachim Herz Stiftung
And your parents have never been to one
of your events?
They have now. It just took a long time. I didn’t invite
them until I’d been doing it for six or seven years. I was
on stage at the Schauspielhaus theater and I made
a few jokes about my parents. My dad was so
moved that it brought tears to his eyes. My
emotions come bubbling to the surface. Most people
don’t want to meet anyone new; for them, that would
be a nightmare scenario, especially as adolescents.
No one knows how to behave when you need a shower, when the food tastes bad, or when someone else
snores. Two or three days are enough to get closer and
build up trust before you emerge as a much stronger
group. The result is phenomenal cohesion. The weekend seminars offered by “grips gewinnt” work on the
same principle.
Photo: Jörg Müller
Did your parents give your career choice their
blessing?
My mom really wanted me to become a lawyer with a
firm on Hamburg’s Neuer Wall. In fact, I did go on to
study law, which was really fascinating. I spent seven
years working in Hamburg’s Senate Chancellery and in
the mayor’s office, both during and after my degree. But
poetry slamming became my passion.
You shouldn’t put the cart before them, you can
lead them to water but you can’t make them drink,
and if you’re really enjoying something, even wild
ones won’t be able to drag you away. OK, you get
the picture. As you have no doubt worked out,
we are talking about horses. Whether historic or
personal change or upheaval, whether fact or
fiction, horses often play a key role.
1922 |
“THE
DEPARTURE”
Kafka wrote this parable
of a first-person narrator
stuck with a dim-witted
servant, but without a
car, in 1922: “I ordered
my horse to be brought
from the stables. The
servant did not understand my orders. So I
went to the stables myself, saddled my horse,
and mounted it …”
Read the
complete
parable
online:
2014 | OUR VERY OWN HORSE
ALWAYS |
A TRUSTY STEED
Our horse, based on a sketch by our founder, Joachim Herz, has recently had a change of direction.
When redesigning our logo in 2014, we turned the
horse around. Now running (nay leaping!) to the
right, it symbolizes more than ever the drive with
which we approach educational issues.
Unlike the other chess
pieces, the way a knight
is moved has remained
unchanged for centuries:
two squares in one
direction and then one
square in another.
11
WHY ECONOMIC
­EDUCATION, DR. PRIEß?
Some people see economics in school as a
contentious issue. Dr. Wolf Prieß, Director
of the Program Area Economics at the
­Joachim Herz Stiftung, attributes this to a
lack of ­information and an image problem.
Are we leaving
young people poorly
equipped for life due
to a fear of economic
thinking becoming
pervasive?
ECONOMICS
Dr. Wolf Prieß studied
­Business Administration
at the Universities of Hamburg, Kiel, Gothenburg,
and Lyon. He completed
his doctorate in the department of Vocational and
Economic Education at the
University of Kiel. He also
spent many years training
high school and vocational­
school teachers at the
Pedagogic Institute of the
University of Kiel.
12
JOACHIM
HERZ
STIFTUNG
Photo: Nicole Keller; screenshot: Twitter
“I’m almost 18 and I don’t have a clue about taxes,­
rent, or insurance. But I can analyze poetry – in
four different languages.” On January 10 this year,
this tweet written by 17-year-old high school
­student Naina sparked an educational debate.
Dr. Prieß, do we need a fresh start when it comes
to learning about economics in school?
Schools are designed to help young people find their
way in life. Naina is clearly criticizing what she sees as
a lack of practical relevance of the high school curriculum – she doesn’t feel prepared. Although the economy
is an ever-present part of young people’s lives, schools
cannot prepare them for everything in detail. In order
to feel comfortable in this sphere, and to play your part
in shaping it, it’s essential to have a basic grasp of fundamental economic issues. And that is something that
schools should be able to provide.
What was it like when you were in school?
Unfortunately, I didn’t have any economics lessons.
Economics as a subject doesn’t really exist in German
schools. Schools in Bavaria teach “economics and law,”
with Baden-Württemberg set to follow suit by offering “economics/career and study orientation.” Otherwise, there are various interdisciplinary subjects such
as “politics/society/economics (PSE),” which is taught
in Hamburg.
Do we need a subject called “economics”?
What’s more important than creating a new subject is
that we allow sufficient scope for exploring economic
issues in the classroom in general. Another unresolved
problem is teacher training. There is, by default, less
time available for training teachers in each individual
subject within combinations such as “economics and
politics” than there is for training them in single subjects such as math. That’s why, for example, we joined
forces with the state institution for pre- and in-­service
teacher training here in Hamburg to offer teacher training programs in economics. The aim is to not only convey fundamental knowledge but to dispel the fears
­associated with the teaching of economics.
How much skepticism is there of economics in
schools among teachers and parents?
People are fearful that our schools could be used to
turn children into pure rationalists or capitalists. But
this isn’t about ideologies. Each and every one of us is
a consumer – whenever we go shopping or take out an
insurance policy, for instance. Some of us are employees, some of us are self-employed, and we are economically active in our roles as taxpayers and voters. In order to actively fulfill and shape these roles, we need to
understand basic economic principles.
So where do the reservations about teaching economic issues in schools stem from?
Unfortunately, in the classroom, people often take a
very one-sided view of economics, a view that is ­fueled
by negative headlines such as those concerning banking scandals. There are of course downsides to the
economy, but it is also partly responsible for our
13
What are you doing as a Foundation?
Our projects encourage young people to get to grips with
economic issues – both in and outside of the classroom.
We also help teachers plan their lessons by offering
sound materials, simulation games, and teacher training
courses that let them refresh their knowledge of teaching economics. As a politically neutral and financially
independent Foundation, we are seeing that the acceptance rate for our materials in this sensitive area is higher
than for those provided by commercial enterprises.
14
“ECONOMIC
EDUCATION IS
ESSENTIAL IF
YOUNG PEOPLE
ARE TO TAKE
CONTROL OF
THEIR LIVES.”
WOLF PRIEß
Is there a general bias against “the economy?”
The economy is viewed by many people as something
that has nothing to do with them, which is also how it’s
often portrayed in the media. Some reports focus on the
huge bonuses earned by certain top executives, whereas others concentrate on the euro crisis and quote
incredible sums of money in connection with it. This,
of course, has very little to do with the average man and
woman on the street and is also extremely hard to follow. Nevertheless, all of us have a stake in the economy:
we work, we buy, and we go on vacation. But these everyday factors don’t come to mind for many people when
they think of “the economy.” It would be extremely
helpful, however, to understand in broad terms how organizations such as health insurers and lenders operate. If high returns are coupled with low risk, then that
should set alarm bells ringing. Although many people
are aware of this by now, how many of us can transfer
this basic understanding to other situations where we
are given advice or have to make decisions?
JOACHIM
HERZ
STIFTUNG
F
or many people, economics is a strange and
somewhat intimidating sphere that has negative
associations and is dominated by “other people.”
Nevertheless, we are all economic stakeholders
in our roles as employees, taxpayers, entrepreneurs,
consumers, policyholders, drivers, and swimming
pool users. We shape the economy day in, day out – but
all too often, we do so without having understood the
basic issues involved.
With Isle of Economy, students can come together as a class, under the supervision of a teacher, to explore economics from the start. In a playful Robinson Crusoe-style setting, the players come ashore on
a desert island, where they find no sign of civilization
whatsoever. Their job is to find food and produce clothing and simple tools, which leads them to encounter
economic phenomena such as shortages, division of
labor, and productivity. They discover the basic func-
How does it work?
Let’s take one example: WIWAG is a software-assisted teaching concept that simulates what it’s like to run a medium-sized
manufacturing company, thus enabling
users to get a “real-life” perspective on
business administration. All key corporate
decisions are taken as a group. External
factors, such as special taxes, may create
incentives for particular corporate measures but may also trigger social or ecological value conflicts that students have to
resolve. By virtue of the game’s modular design, complex economic issues can be learned on a stepby-step basis. What’s more, the way the players interact
with each other promotes social skills such as teamwork
and conflict resolution. The game can be played in the
classroom without the need for any special technical
equipment, with a training course and comprehensive
materials helping teachers deploy it successfully.
You are passionate about economic education. What
is the first misconception you would like to dispel?
It’s important to me that economic education does not
make any pronouncements about how we should live
our lives. There is plenty of scope for argument when
it comes to our economic system, ways of achieving
wealth, and the extent of this wealth, not to mention
income and taxes. In my opinion, however, it is vital to
be aware of how the system works, take differing viewpoints on board, and know how to balance pros and
cons. Only then can you make truly informed decisions
and take your place as an enlightened and responsible
citizen and economic stakeholder.
INTERVIEW: Mirko Zapp
tions of money and realize that certain challenges can
only be overcome as a team. Students choose an avatar
to represent them in the game and thus gradually acquire a more in-depth understanding of fundamental
economic issues.
Isle of Economy was developed by the Joachim
Herz Stiftung in cooperation with the Zentrum für
ökonomische Bildung (Center for Economic Education) at the University of Siegen and Zone 2 Connect
GmbH/TÜV Rheinland Akademie GmbH. It will be
made available in the 2015/16 academic year and can
be ordered from the Joachim Herz Stiftung. A manual
is on hand to help teachers quickly familiarize themselves with the game and deploy it without any difficulties. As game administrators, teachers are able to
adjust various settings, such as the overall length of the
game or individual subject areas, thus enabling them
to optimally incorporate it into their lesson plans.
The premise: a group of
youngsters on a class trip
find themselves stranded
on a desert island. They
were only able to salvage a
few small possessions and
now have to decide how
they are going to tackle the
challenges imposed by this
new world.
ECONOMICS
ECONOMICS
wealth, our security, and our
freedom. Like all subjects
taught in schools, economics should be approached
from a variety of angles,
with more knowledge, more
understanding, and more
information. We can only
develop sound alternatives
if we have a clear grasp of the
issues involved.
The computer game “Isle of Economy” turns economics into an
adventure. This serious game enables young people to explore
the basic principles of the economy.
What specific programs do you offer young people?
At our extra-curricular EconomyCamps, for instance,
young people from Germany and the US put their own
issues on the agenda and then discuss them, like at a
BarCamp event. This enables them to link the economy to their own direct interests. We also encourage
YouTubers to talk about economic issues and we offer
a host of simulation games for classroom
use. This enables young people to get a
practical take on how the economy affects
them by playing various parts.
Photo: Andreas Klingberg
EconomyCamps let young people
set the agenda.
“ISLE OF ECONOMY” –
ECONOMICS FROM THE START
15
Once each player has crea­
ted their own individual
avatar, they are immersed in
the plot – and the economic
adventure can begin.
ENTREPRENEURSHIP PUZZLE
Thinking and acting in an entrepreneurial manner
is an prerequisite for economic independence.
With our Losleger (Go-Getters) program, young
people can discover their entrepreneurial talent
and receive feedback on their business acumen,
time management, and organizational skills.
A brilliant idea is the starting point for business
success, which is why we want to show you four
innovative products. Two of them are real and
two of them aren’t (at least not yet). Can you tell
which ones are which?
In order to survive, the young
people commence production.
But they soon realize that if
everyone makes what they them­
selves need to survive, then they
will only ever live from hand to
mouth. Specialization and the
division of labor boost efficiency
and each individual saves time,
which they can use to do other
things.
If labor is divided, then goods have
to be exchanged. This is the only
way for everyone in the group to
acquire what they need to survive.
It soon becomes clear that money
simplifies the practice of bartering
and that it helps everyone to make
conscious trade decisions at a time
of their choosing.
For more information, please visit
www.playeconomy.de
JOACHIM
HERZ
STIFTUNG
PINK
Having had no end of frustrating experiences at normal home
improvement stores, Marie
Lemmert had a bright idea.
Together with a friend from her
college days and supported by a
powerful investor, she established PINK, Germany’s first
home improvement store for
women, in 2013. The focus is on
in-depth advice, especially for
women without DIY skills.
Contrary to expectations, the
concept has also been well
received among men. Lemmert
hopes that the start-up will
begin turning a profit in 2016.
ST. ERHARD
During a semester
abroad in India,
25-year-old Christian
Klemenz decided to
produce a German
beer for the Indian
market. St. Erhard is
a Franconian Kellerbier that is brewed
in Bamberg and now
exported to numerous Asian countries.
ECONOMICS
ECONOMICS
The island’s inhabitants form a community. They
have common needs that it makes sense to meet at
a collective level. Health or transportation are public
challenges that can be solved by building a hospital
and communal roads. If these communal facilities
are to continue serving their purpose, then everyone
has to contribute his or her share for their upkeep.
If an individual refuses to do so, they are deriving a
benefit from the toils of the others. If no one is pre­
pared to do his or her part, then the public goods will
gradually fall into disrepair.
Photos: Golden bucket ©Alis Photo – Fotolia.com; US flag ©mozZz – Fotolia.com;
helmet ©vahekatrjyan – Fotolia.com; bottle ©viennapro – Fotolia.com
GOLDEIMER
Goldeimer (Golden Bucket)
is a range of comfortable,
clean, and entertaining
composting toilets for
festival-goers, with art and
music an integral part of these
eco-friendly facilities.
All profits help fund water
and sanitation projects.
This social business was
founded by Malte Schremmer
and Markus Bier and is the
result of a project at the Kiel
School of Sustainability
and the yooweedoo ideas
competition.
REAL: GOLDEIMER, ST. ERHARD. MADE UP: PINK, POWER FLAG
16
POWER FLAG
Whereas wind turbines are
often viewed as a blot on
the landscape in the US,
many people are proud to
fly the Stars and Stripes in
their front yard. In 2011,
this gave John Dilger the
idea for the Power Flag.
Metallic microfibers are
woven into the material and convert the flag’s
oscillation into electrical
energy, which is then
turned into electrical
charge at the base of the
flagpole – patriotically
clean energy.
17
More than 100 meters below us is
the Large Hadron Collider (LHC),
one of the most important physics
facilities in the world. Let’s head
down there!
DECIPHERING
THE UNIVERSE
Then you’ve got all the pieces of the jigsaw
which means you know everything about the
universe!
You could be forgiven for thinking that. However, experiments
and astronomical observations indicate that the universe
holds far more matter than the matter we can see. In fact,
roughly five times as much matter and 15 times more
energy. As we can’t see it, we refer to it as “dark matter”
and “dark energy.”
At the European Organization for Nuclear
­Research CERN, scientists are attempting to
­decode the basic components of the universe –
and are continually faced with new challenges.
Do you know that feeling when you’re
doing a jigsaw puzzle? You can see
that everything is connected and
that it all makes sense, but you’re
missing a piece somewhere...
We’re looking for
the smallest pieces
of matter in the
universe.
We had long known about pretty much
all the constituent parts of what we
call the Standard Model, which is used
to explain all known matter. But there
was one thing that nobody had ever
seen: the Higgs boson.
But we have a theory that might
explain dark matter:
for short
So what exactly
do you do down
here?
HIGGS
HIGGSINO
QUARKS
LEPTONS
GAUGE BOSONS
S QUARKS
S LEPTONS
GAUGINOS
d
T
H
… we know how much energy we feed in to the
collisions that take place within the LHC and that
the same amount of energy has to come out again
at the end. If something is missing, then it could be
accounted for by these supersymmetric particles.
This is something we want to systematically observe.
And why do you
think it’ll work
with the LHC?
y
Even though the particles aren’t
visible, it works because …
SUSY PARTICLES
STANDARD PARTICLES
u c
s t Quarks
b
e
y
ve
Charged leptons
T
v
v
Neutral leptons
And how do you plan to prove these
particles exist when you can’t see
them?
The Higgs boson
This is the LHC, which we used to
discover the Higgs boson.
In the collider, we accelerate protons to almost
the speed of light and make them smash into each
other. The particles created in these collisions
give us an insight into the core constituents of the
universe. By reaching previously unattained levels
of collision energy, we managed to observe the Higgs
boson (or Higgs particle).
This particle is evidence of the existence of
the Higgs field. The theory states that all
elementary particles (e.g. electrons) gain mass
when they interact with the Higgs field, which
permeates all space.
If we’re successful, then we’ll have opened the door to a further
25 percent of our universe. And who knows … maybe we’ll discover
a piece of the jigsaw that we weren’t even expecting to find …
We have upgraded the LHC over the past two
years. We can now make particles collide at
an energy of 13 tera electron volts – almost
twice as much as when we discovered the Higgs
boson. And the more energy you put into this
kind of collision, the heaver the particles you can
generate.
With so much energy, it’s more likely that
we will discover new and exotic particles.
SCIENTIFIC ADVICE: Deutsches Elektronen-Synchrotron (DESY)
ARTWORK: Anna Wacholder
19
Prof. Dr. Gesine Schwan talks
to Foundation representatives and
­heimspiel project partners.
AN UP-AND-COMING
NEIGHBORHOOD
Problem area? This is something that
residents of Neuwiedenthal are fed
up of hearing. And that’s why they’re
committed to education and integration.
20
JOACHIM
HERZ
STIFTUNG
Educational networks,
training, self-help groups
for mothers, and welcome
initiatives – there is plenty
going on in this corner of
southwest Hamburg. The
Joachim Herz Stiftung and
the Alfred Toepfer Stiftung
F.V.S. provide support for
these initiatives.
Andrea Pauline Martin, Vice-Chairwoman of the Executive
Board of the Joachim Herz Stiftung (left), and Aydan
Özoğuz, Federal Government Commissioner for Migrants,
Refugees and Integration (2nd from left), meet with
neighborhood mothers.
preschool teachers, youth workers, teachers, and parents are all working to change this, as are the representatives of official bodies, religious congregations, and associations. By working closely together, they want to
ensure that not only problems, but also the talents of
children and young people, are spotted at an early stage.
It’s all about the potential for a bright future: the aim is
for every child to get their high school diploma before
entering the world of work or going to college.
Since 2012, the dedicated residents of Neuwiedenthal have been supported by the “heimspiel. Für
Bildung.” (Home Game. For Education) project, which
is a joint initiative of the Joachim Herz Stiftung and the
Alfred Toepfer Stiftung F.V.S. As professional networkers, the heimspiel staff provide the volunteers with
both organizational and financial support. They hold
conferences and training programs, bring educational institutions, politicians, and officials into contact
with each other, and offer support and advice. And they
are clear about one thing at all times: no one knows the
neighborhood better than the residents of Neuwiedenthal themselves.
Photos: Annette Schrader (2; page 20), Andreas Klingberg (3; page 21 above), Jörg Müller
(page 21, below)
PERSONAL DEVELOPMENT
N
euwiedenthal is located in southwest Hamburg, not far from the city’s downtown o
­ ffices,
shopping malls, movie theaters, and museums. In fact, it takes just 23 minutes to reach
Hamburg Central Station by S-Bahn suburban train. All
the same, some young people from the area are in danger of slipping through the net. Almost one in ten high
school students in Neuwiedenthal finished school
without a diploma in 2012, with one in three only­
attaining the basic high school diploma. If you fail
to graduate or only get poor grades, then it’s hard to
­make a good start to adult life. Applications for trainee
­positions often remain unsuccessful, and if you can’t
get your foot onto the career ladder, you can soon feel
­excluded from society.
This lack of educational attainment can in no way
be attributed to a lack of ability or interest on the part
of Neuwiedenthal’s students. Once a child has started
school here, studies by Hamburg’s department of education show that, on average, they make more progress
than their peers in other areas of the city. The problem
is that this progress is not enough to offset the learning
deficits that some students acquire prior to first grade
as a result of challenging social, cultural, and economic­
circumstances. In Neuwiedenthal 13,500 people live
within one square kilometer, including 2,500 children
and young people. Whereas the architecture in some
places gives a clue as to the area’s origins as a village,
large-scale housing estates from the 60s and 70s ­also
feature heavily. Almost half of all children under 15
grow up in households that claim social welfare assistance. Almost two thirds of Neuwiedenthal residents
have a migration background, with more than 20 other
languages spoken alongside German.
Although there are plenty of challenges facing the
neighborhood, there is no shortage of people ready to
tackle them. State, religious, and civil organizations all
offer advice and support in the areas of education and
integration. Unfortunately, it is not always the case that
those in need of help find those offering it in time, but
In 2014, for instance, twelve women trained to become
what are known as neighborhood mothers in an initiative supported by the Hamburg-Harburg branch of the
German Red Cross. The women now use their language
skills and intercultural experience to promote integration and education in their neighborhood. They advise
other mothers and families on parenting questions and
accompany them on visits to official bodies, schools,
and doctors. “It certainly does take courage to go up and
talk to another mother who seems isolated and perhaps
needs help,” says neighborhood mother Abnora Hajdarhoxha. “But as the offer of help is coming from another woman, most moms respond positively.” There are
many such courageous mothers in Neuwiedenthal, and
the next training program (which starts in the fall of
2015) is already fully booked.
Soccer team FC Süderelbe is also doing its bit.
Last year, the club held a job and educational fair entitled Mit 16 baust du noch Scheiße. Mit 20 schon Hochsee-Yachten (Messing About at 16, Building Yachts at 20).
The aim is to make young people realize that a strong
academic and vocational education is not only impor-
tant, but within reach too. The fair was a resounding
success and was honored with an integration award
bestowed by Mercedes-Benz and the German Football
Association (DFB). It will be held again in 2015.
And while people in other areas of Hamburg are
protesting against proposed accommodation for refugees, residents in Neuwiedenthal have already established an 80-strong initiative that aims to make it easier for new arrivals to settle in Germany. “After all, many
people know from their own experience what it’s like to
arrive in Germany without knowing how things work
here,” explains Maren Riepe, Project Manager at the Joachim Herz Stiftung and head of the local heimspiel office. In Neuwiedenthal, fresh starts and new arrivals go
hand in hand. In Neuwiedenthal, fresh starts and new
arrivals go hand in hand.
Kerstin Meins, Networking
and Alumni Relations Officer
at the Joachim Herz Stiftung.
21
cific ways. Take the de facto prohibition of genetically
modified (GM) crops, for example – a decision that has
nothing to do with scientific considerations. The argument that “people don’t want it” is completely feeble.
No thought is ever given to the possibility that people
don’t want it because they don’t have a proper understanding of the issues involved and are therefore unable to make an informed judgment.
So this is why you’re trying to spark a public debate?
We are giving people from all sectors of society the
chance to come into the lab. We even had a lab session
for priests, for example. Although the men of the cloth
were skeptical at first, they eventually began to think
differently about issues such as genetic engineering
and stem-cell research, as well as their ethical implications. They saw for themselves that a laboratory is not
a witches’ cauldron, but the workplace of people who
think about what they are doing.
Prof. Dr. Wolfgang Nellen and Dr. Jörg Maxton­Küchenmeister speak out for scientific literacy.
SCIENCE
DR. JÖRG MAXTON-KÜCHENMEISTER:
Prof. Dr. Nellen, back in the mid 90s, you were one
of the first in Germany to open up schoolchildren’s
laboratories to other sections of the population.
For example, you invited members of the clergy,
journalists, and artists to experiment in labs. Why
is a basic grasp of science among all members of
the public so important?
PROF. DR. WOLFGANG NELLEN:
My motivation came from the appalling lack of scientific literacy in Germany. Society is plagued by a
wide-ranging misconception of what science actually
is, and certain groups within society take advantage of
this to influence decisions and developments in spe-
22
JOACHIM
HERZ
STIFTUNG
PROF. DR.
WOLFGANG
NELLEN
Prof. Dr. Wolfgang Nellen
is a molecular biologist.
Prior to his retirement in
May 2015, he served as a
professor in the Genetics
department at the
University of Kassel and
spent three years as president of the Verband Biologie, Biowissenschaften
und Biomedizin (German
Life Sciences Association).
He set up the association
Science Bridge e.V., which
he continues to manage
today. The association
aims to build bridges
between schools and the
scientific community in
a bid to make the latest
research and experiments
in molecular biology accessible to schoolchildren
and the general public.
So more like emotional lobbying?
Yes. And emotions go down very well with young people. But whenever the scientific community spends
money and leaves its ivory tower to try to connect with
people on the street, it is accused of advertising instead
of carrying out research.
Photos: Jörg Müller (page 22), Andreas Klingberg (page 23).
IT’S SCIENCE,
NOT WITCHCRAFT
I recently read an article on GM food that only quoted­
a single source: Greenpeace. It’s certainly poor journalism to only get one side of the story, but it also
shows that Greenpeace is doing something right.
After all, they are viewed as more of an authority on
certain issues than the scientific community.
I myself was a member of Greenpeace for a long time.
They employ similar strategies to many successful ad
agencies. When young people get involved with the organization, everyone thinks it’s great. Any young people who spend their weekends in the lab learning about
genetic engineering, however, can expect to face criticism from those around them. Greenpeace, on the other hand, sends schoolchildren into supermarkets as
“GM milk detectives.” This is made to seem like a fun
activity – and certainly one that doesn’t require much
knowledge.
So why do scientists struggle to get their message
across?
They are naturally at a disadvantage when it comes to
simplifying research findings. Both the scientific community and the general public have to be patient. At
the end of the day, people will always have to make the
effort to understand a few basic scientific principles
if they are to make informed decisions. On the other
hand, scientists have to endeavor to communicate their
objectives and findings in a comprehensible fashion.
Emotionality and a lack of awareness are two factors that we continuously encounter whenever the
TEXT: Kerstin Meins
work of our Foundation touches on the boundary
between science and the general public.
This is also illustrated by the issue of animal testing.
The general public, as well as the judges who rule on individual experiments, want to know what the r­ esult will
be in advance. This is understandable from an e­ thical
viewpoint but is completely absurd from a ­scientific
one. It’s the very nature of scientific experiments that
their results are uncertain – and this is something that
we have to make clear. If people had simply stuck to
familiar terrain and never tried anything new, the
­results wouldn’t bear thinking about.
So how can we foster greater understanding, risk
acceptance, and ambition among the general public
when it comes to science?
We need good teachers who can stimulate their students’ interest in science. We have neglected teacher
training at universities in recent decades. I want teachers who can communicate the basic principles behind
scientific thinking and methods to their students. All
too often, schoolchildren – and therefore many adults
– do not understand the difference between causality
and correlation or between danger and risk. Furthermore, schools should not simply teach competencies
for the sake of it, but back them up with real content:
specialist knowledge that has to be dealt with properly.
If you had one wish in terms of scientific literacy,
what would it be?
I wish that more people would take to the streets to
speak out for science. People who know something
about science and who have the ability and desire to
get other people involved. Through my work at Science
Bridge, I have met many dedicated young people over
the years – people that not only had a strong grasp of
science but that had a knack for introducing lay­people
to the subject and getting them interested in it. We
need more such people.
Improving the level of scientific literacy is a key
area of focus for the Joachim Herz Stiftung.
Dr. Jörg Maxton-Küchenmeister is responsible for
the Program Area Science. He studied biology
and obtained his doctorate from the Max Planck
Institute for Biophysical Chemistry in Göttingen.
23
The challenge in systems biology is to not lose sight of
the big picture. And this is where the CSSB comes in:
On the one hand, researchers want to explain aspects of
life processes at the atomic and molecular levels, e.g. in
the case of infections.
FROM MOLECULES TO ORGANISMS
How it’ll look when it’s finished: interior and exterior models of the CSSB building.
Biology professor
Kay Grünewald
currently works
in Oxford. He will
start researching in
­Hamburg in 2017.
SYSTEMATIC CHANGE
OF PERSPECTIVE
A fresh start for systems biology in Hamburg, with the
Centre for Structural Systems Biology set to open in 2017.
Already, it is pulling in researchers from all over the world.
24
JOACHIM
HERZ
STIFTUNG
in the field of cryo-electron microscopy. This technology makes it possible to visualize the smallest
structures in flash-frozen cells, such as cell-­surface
receptors and viral surface proteins that allow the
­penetration of viruses. Although he is currently teaching and researching in Oxford, he will take over the
helm of the new Structural Biology of Viruses department at the CSSB and Hamburg’s Heinrich Pette Institute, Leibnitz Institute for Experimental Virology, in
2017. This is also when he will assume the professorship of the same name at the University of Hamburg.
“I’m really looking forward to Hamburg and the CSSB,”
explains Grünewald. “The expertise of my working
group in cryo-electron microscopy and other associated visualization techniques is a perfect fit with the
structural biology research at the facility. In turn, this
is largely based on the brilliant local X-ray sources at
DESY.”
Animations: hammeskrause architekten; portrait: Jörg Müller
SCIENCE
E
ven though cranes are still at work on the construction site, the first researchers plan to move
in at the start of 2017. The CSSB will be located
in Hamburg-Bahrenfeld, in close proximity­
DESY. The new institute, which is unique the
to ­
world over, will focus on transdisciplinary infection
­research. This means that the scientists based there
will draw on research methods from biology, chemistry, physics, mathematics, and computer science,
bring them all together at the CSSB, and use them in
their own collaborative research. They want to take
complex biological structures and systems that play
a role in infectious diseases and analyze them more
effectively than before by approaching them from
­
­different perspectives.
One of the scientists that the CSSB has already
­attracted to Hamburg is Prof. Dr. Kay Grünewald, a
­biologist who is regarded as one of the leading ­figures
PROF. DR. KAY
GRÜNEWALD
Prof. Dr. Kay Grünewald is a
­structural biologist. Having studied
and o
­ btained his doctorate at
Friedrich­Schiller University Jena,
he went on to complete stints at
the National Institutes of Health in
Bethesda, Maryland, United States,
and the Max Planck Institute of
Biochemistry in Munich-Martinsried.
In 2009, he moved to the University
of Oxford, where he heads the Oxford Particle Imaging Centre at the
Wellcome Trust Centre for Human
Genetics and where he was named
Professor of Structural Cell Biology
in 2013. In 2017, he will become head
of department at the Centre for
Structural Systems Biology (CSSB) in
Hamburg, a joint appointment made
by the University of Hamburg and
the Heinrich Pette Institute, Leibnitz
Institute for Experimental Virology.
On the other hand, they need to keep in view the complexity of the entire biological system during the
course of infection, with several such processes taking
place at once. “We will systematically take into account
both of these perspectives in our research at the CSSB,”
says Grünewald. He adds that the various research disciplines that come together at the facility each bring
their own methods and techniques. “This combination­will enable us to make huge leaps forward in terms
of our work at the intersection of structural, cell, and
­infection biology.”
Work is already under way to get young scientists
interested in the broad spectrum of methods in use at
the CSSB. In particular, the aim is to familiarize them
with the transdisciplinary approach to systems ­biology
research at an early stage. This is why the Joachim Herz
Stiftung, in cooperation with the CSSB, financed and
organized a one-week course for young scientists: the
CSSB Spring School: “Approaches to Structural ­Biology
– from Molecules to Organisms.” 17 doctoral ­candidates
and research fellows participated in the demanding
program, which featured extremely busy days: lectures
starting at 8 a.m., practical exercises from 10 a.m. to
6 p.m. followed by more lectures, and a dinner together
to round off the day.
The attendees at the Spring School were therefore highly motivated, which is also reflected in the
long journeys they made to get there. The men and
­women involved came not only from Germany and Austria, but also from Spain, Russia, and the United States.
Grünewald – who, along with his employees, taught
them about cryo-electron microscopy in a transdisciplinary structural biology context – is delighted that
the Spring School was so international. “The huge ­level
of interest shown in this first CBBS course just goes to
show how important it is to give young scientists a
sound overview of the way the techniques used in systems biology interact with each other.”
This view is shared by Martina Müller, participant
of the Spring School and a doctoral candidate at the Gene
Center of the University of Munich (LMU): “In terms of
research, it is important to be aware of what is technologically feasible and how research methods can complement each other successfully. This is the only way
you can get a change of perspective – and thus t­ackle
new issues from a different angle.”
TEXT: Hannes Schlender
25
A NEW WORLD?
Johannes Großhauser
(29), trainee Technical
Product Designer
from Hollenbach.
Seeing the US with their own eyes.
U
nlike the travelers or emigrants of former centuries, modern-day visitors to the United States generally know exactly what to expect on the other
side of the Atlantic. Thanks to the Internet, news, movies,
and global pop culture, the USA is an ever-present feature
of daily life in Germany.
But is there really nothing left to discover in
the New World? A group of vocational trainees from
Bavaria put this to the test in spring 2015. Thanks to a
grant from the Joachim Herz Stiftung, they spent several
months as interns in the US state of Georgia. While
school and college students are used to spending a year
in an American high school or taking part in exchange
semesters, there are currently few opportunities for
vocational students to gain international experience
during their education. These trainees were therefore
all the more excited about exploring their temporary
new home and didn’t hesitate to take photos of things
that surprised them about life “over there” – despite
everything they knew from the media.
“With a big screen
set up on the stage
of a large hall, it
looks at first glance
like a concert – but
it’s actually a church
service.”
Theresa Frey (20),
trainee Office
Manager from
Kötz.
26
JOACHIM
HERZ
STIFTUNG
Photos: Katharina Stocker (page 26), Johannes Großhauser (page 27, left), Theresa Frey (page 27, top right),
Iris Müller (page 27, bottom right); portraits: Sebastian Hoffmann
PERSONAL DEVELOPMENT
“We hadn’t
expected to find
a piece of the ­Berlin
Wall on ­display
at Kennesaw State
University in
Georgia.”
Katharina
Stocker (18),
trainee Industrial
Clerk from
Warngau.
“24/7 shopping. The
big supermarkets stock
everything: food, bikes,
electrical appliances, and
even furniture. You could
even buy a couch at three
in the morning – you
definitely can’t do that in
Bavaria.”
“What surprised
me most about the
US is that lots of
houses are only
made of chipboard
and wooden struts –
without insulation.”
Iris Müller (20),
trainee Media Agent
for Digital and Print
Media from Mainleus.
27
JOACHIM HERZ STIFTUNG –
PAVING THE WAY FOR
EDUCATION
open up routes into education for both young people and
young adults, stimulate their interest in, and enthusiasm for, personal and subject-specific further development, and encourage them to shoulder responsibility,
because education is the foundation for a bright future
for both individuals and society as a whole. Our work is
focused on our three Program Areas “Comprehending
and Shaping the Economy,” “Understanding Science,”
and “Strengthening Personal Development.”
A portrait of the Foundation is available at
http://www.joachim-herz-stiftung.de/profil
Education as a shared responsibility We see education as the
responsibility of society as a whole and develop projects designed for use both inside and outside schools, for colleges, and
for non-university talent development. The networking and further training of those involved in education is key to shaping educational transitions and careers in a positive manner.
Broad access In order to support young people, we provide them
with personalized advice and tailored assistance. We connect
with them via practically relevant and digital access points to education. These access points reflect young people’s real-life circumstances, their learning styles, and the subject-specific content in question.
Outstanding teaching methods Our work relies on the expertise of scientists and practitioners. We develop our materials and
methods in line with our status as an independent and politically neutral foundation.
Whereas professional and methodological competencies take
precedence in the Program Areas Economics and Science, in Personal Development we concentrate on the social and self competencies of young people.
As an institution that paves the way for education, we approach
AN D S H A P I N G
IN G
learners directly with our programs and connect
with
them
indiD
N
rectly via teachers* and researchers.
HE
CO
LEARNERS
CE
GS
CIEN
VE
LO
DIN
ST
AN
CE
CIEN
TS
PM
ENT
GS
DIN
UN
TEACHERS
U
E
ND
R
ST
AN
NCE
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NG
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DI
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ST
AN
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DE
VE E
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POM
N D S SPECIAL
ENT
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U
NA
ENT
NA
L
PM
R
DE
SO
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E
ND
SO
SO
VE
NETWORKING AND
ALUMNI RELATIONS
ER
ER
DE
ER
PAVING THE WAY FOR EDUCATION
STRENGTHENING P
STRENGTHENING P
JOACHIM HERZ STIFTUNG
We cooperate with scientists in terms of
project development and implementation,
AUFBRÜCHE – Education in Focus incorporating their expertise and impetus into
our projects. Furthermore, we strengthen
We support young people and young
interdisciplinary and international research in
adults in various ways, such as
our three Program Areas.
scholarships, study placements abroad,
N D SH A P I NG
T HE
IN G A
conferences, and learning materials – END
EC
ON
EH
in schools, outside schools, and inPRthe
O
M
We offer teachers the opportunity to network
scientific community.
and access further training and qualifications.
AMS
OGRprovide
PRalso
We
them with practical resources
that they can use in the classroom, such as
teaching materials and role-play exercises.
AN
CO
NO
Infographics: idea & concept: Mirko Zapp, Kerstin Meins; realization: Juliane Richter/Birte Wagner
EE
EC
ON
O
Y
M
CO
G AN D S H A P I N G T H
T HE
Y
M
D IN
M
E
PR
STRENGTHENING P
M
E
PR
N
HE
Y
M
The economy, science, and strong personalities are key
drivers of innovation within society – and we enable
people to harness their potential in these areas. We invest in education, because it forms the foundation for active participation and efforts to shape society. Our concept of education implies personal responsibility and
initiative, the ability to reflect on your actions, motivation, independent thought and action, and acceptance of
others.
28
Spheres of activity Local, regional, national, and international
projects embody our commitment to promote education, science,
and research. These projects are characterized by the critical questioning of facts as well as acceptance of other cultures, other ways of
thinking, and other ways of working.
OUR KEY TARGET GROUPS
Andrea Pauline Martin
Vice-Chairwoman of the Executive Board
EDUCATION IN FOCUS
JOACHIM
HERZ
STIFTUNG
Showing the way We help young people develop their self competencies and specialist skills and enable them to contribute to
a motivated and tolerant society. Irrespective of origin and social status, we want to foster people’s individual educational and
professional careers.
CO
In this issue, we have shown you various examples of new
ideas, unusual perspectives, and fresh starts from our
network. As a Foundation, we are constantly evolving. After all, you can’t be a driver of change if you don’t accept
change at your own organization.
We have further honed our profile in the past six
months, clustering our operating activities into specific
focus areas, specifying the aims, approaches, and maxims that guide us, and shifting our attention even more
closely on our core target groups. On the following pages,
we will show you the results, sketch out our concept of
education, and provide insights into the way we work.
We want to “pave the way for education” – this
is how we encapsulate the purpose of the Foundation
in just a few short words. By means of our projects, we
OUR APPROACHES AND MAXIMS
DE
R
RESEARCHERS
* We employ a very inclusive definition of teachers, ranging from educators in and outside of schools, in vocational
settings, and higher education institutions.
29
COMPREHENDING AND SHAPING THE ECONOMY
UNDERSTANDING SCIENCE
“In order to shape your own life and make responsible choices, an understanding of economic issues is essential. This is
why we promote economic education for young people.”
“Scientific literacy and an interest in new research questions are essential if individuals are to form their own
judgments and if society is to develop as a whole.”
OUR AREAS OF FOCUS
OUR AREAS OF FOCUS
FOR TEACHERS
TeachEconomy We develop teaching materials that teachers can rely on. At the development phase, we involve all key expert
groups, such as the scientific and teaching
communities as well as education ministries and state institutions for pre- and
in-service teacher training.
FOR RESEARCHERS
Researching economic education In
order to improve educational standards
and thus the self-determination and
judgment skills of young people as well
as their ability to help shape society, we
support research into economic education, vocational and business education,
and related subjects.
PlayEconomy We provide teachers with
practically relevant simulation games on
core questions to do with general economic activity, starting up and running
a company, and the interaction between
the economy and society. All exercises
are optimized for classroom use.
TEACHERS
TeachEconomy
We encourage young people to get to
grips with economic issues – both
inside and outside the classroom.
ec
te
SE
International research Within the
framework of our projects, we focus support on individual scientists who broaden their horizons, as this strengthens
international cooperation, knowledge
transfer, and networking.
E
UND
CO
AR
RS
NE
on ral
om thi
ic nki
sc ng
ie in
nc
es
JOACHIM HERZ
STIFTUNG
PAVING THE WAY
FOR EDUCATION
We promote lateral thinking in the
field of economics and support new
approaches, methods, and ideas in
interdisciplinary research.
LE
PlayEconomy
La
RE
EE
STEM networking In partnership with
other institutions, we are involved in the
promotion of STEM education, both inside and outside the classroom, and make
parents, students, teachers, and decision-makers aware of its importance.
We want to improve the public understanding of science. We therefore stimulate young people’s interest by means of
experiments and digital learning.
We help teaching staff to plan their lessons
by providing them with sound material,
economic simulation games, and training
courses to refresh their knowledge of
teaching economics.
RSTANDING SCIEN
TEACHERS
Teaching science
STEM
networking
CE
RE
SE
AR
RS
HE
D
Ec isco
on ve
om r
y
S
ER
TH
Interdisciplinary networks for talented young scientists We promote international, interdisciplinary collaboration
between students, doctoral candidates,
and research fellows. We also facilitate
networking and push for communication
between different disciplines.
C
g
in
ny
pa h
l
m rc
a
na
co se
io
Ac re
at h
rn rc
te ea
In res
AR
NG
g
in
ch c
ar i
se om ion
Re con cat
e du
e
LE
N D SHA P I
FOR RESEARCHERS
Accompanying research When it comes
to developing and refining our projects,
we can only be successful if we make the
links between science, current research
in teaching methodology, and lessons
learned in practice central to our work.
CH
N
D IN G A
FOR TEACHERS
Teaching science With teaching materials, awards for innovative teaching concepts, and scientific publications, we
play a key role in the teaching of scientific content and methods as well as up-todate research findings.
MY
NO ERS
R
MP
O
C
EN
EH
Lateral thinking in economic sciences
We support outstanding, dedicated
young scientists and innovative research
approaches in economics and related
disciplines. Pioneering thinking is as
important as interdisciplinary access.
FOR LEARNERS
Discover science On the one hand, we
offer school students the opportunity to
explore science in a practical sense. On
the other, we are committed to developing and popularizing digital access points
and learning methods.
AR
N
yo etw
un or
g kin
sc g
ie fo
Di
nt r
s
ist
sc cov
ie e
s
nc r
e
FOR LEARNERS
DiscoverEconomy Find out about the
economy away from the classroom. We
use YouTube videos to stimulate young
people’s interest in the economy by offering programs that tie in with everyday
life. They can discuss issues with their
peers at EconomyCamps and meet decision-makers as part of mentoring programs.
JOACHIM HERZ
STIFTUNG
PAVING THE WAY
FOR EDUCATION
We support talented young scientists by facilitating international,
interdisciplinary collaboration.
We strengthen science teaching by means of
up-to-date materials and accompanying teacher
training courses. We also build networks between those involved in STEM subjects.
playeconomy.de
LEARNERS
30
JOACHIM
HERZ
STIFTUNG
TEACHERS
RESEARCHERS
LEARNERS
TEACHERS
RESEARCHERS
31
STRENGTHENING PERSONAL DEVELOPMENT
NETWORKING AND ALUMNI RELATIONS
“Young people should be able to develop their talents without any constraints.
Their path through life should be determined by their gifts, interests, and abilities – and not by their origin or status.”
From the heart of the Foundation.
OUR AREAS OF FOCUS
FOR LEARNERS
Harnessing potential With our scholarship programs, we bring opportunity to
dedicated and motivated young people
who have difficulty realizing their full potential due to cultural, social, or financial
barriers. We advise them on their individual educational career and give them
scope for personal development.
FOR TEACHERS
Supporting education together As
part of the work we do in local neighborhoods, we form networks between those
involved in the fields of education and
care. We look into obstacles in terms of
cooperation and, in the medium term,
aim to offer a helping hand so that young
people from “challenging” neighborhoods can receive constructive support
throughout their educational careers.
Fostering internationality We are committed to promoting a cosmopolitan
outlook among young people, which is
something we do with our exchange programs. Intercultural skills and international learning and working enrich both
their personal development and their
professional career. Our programs are
aimed at school students, college students, and trainees.
FOR RESEARCHERS
Research into personal development
Our programs – both in terms of scholarships and work in local neighborhoods –
are backed up by studies, the findings of
which are used to shape individual projects. In addition, we make the results
available to interested institutions and
other stakeholders.
Through our programs and grant-making activities from our Perlenfonds (Special Grants), we are building a network that encompasses everyone from high school students with scholarships to
trainees, college students, teachers, doctoral candidates, research
fellows, and researchers – not to mention our partnerships with
experts, other foundations, and other educational stakeholders.
We value the relationships with our alumni and project
partners: their input gives us food for thought and raises questions connected to our current areas of focus. With Aufbrüche
AUFBRÜCHE – Education in Focus
CE
GS
GR
DIN
N D S SPECIAL
ST
AN
DE
CIEN
TS
NCE
SCIE
NG
DI
RL
FO
L
L
ST
AN
PE
NA
NA
UN
EN
SO
SO
JOACHIM
HERZ
STIFTUNG
TEACHERS
ENT
NETWORKING AND
ALUMNI RELATIONS
ER
ER
32
PM
R
DE
STRENGTHENING P
We commission studies with a view to
reflecting on and evaluating the approaches
JOACHIM HERZ
STIFTUNG HERZ STIFTUNG
JOACHIM
taken by our projects. The findings are used
PAVING THE WAY
to shape our project work and improve
PAVING
THE WAY FOR EDUCATION
FOR EDUCATION
coordination with project partners and
beneficiaries.
We bring together everyone involved in
education in a bid to enhance the educational transitions and careers of young people.
We are determined to increase transparency
and the flow of information between the
institutions involved.
LO
CO
NO
RA
PROG MS
We are committed to tailored support
in the form of scholarships, as well as advice and assistance that are geared toward
the strengths of each individual.
VE
EE
AN
CO
CO
S
ER
CH
STRENGTHENING P
p g ty
g
n li
sin teri na
s
o
e
s
rn Fo nati
r
Ha
te
in
DE
M
E
G AN D S H A P I N G T H
ch l
ar na
se rso ent
Re pe m
to lop
in eve
d
LE
AR
AR
EH
PR
IN
ND
Y
M
education together
Y
M
RS
tia
NE oten
T
EN
SH
ING PERSNODNA
P I NG
LA
T H EN D IN G A
D
G
E V T HE E
ENTEACHERS
EN
EL
CO
R
H
OP
E
ST
NO
R
M
P
RE
Supporting
M
SE
l
S
LEARNERS
– Education in Focus, we are ushering in a new era in terms of
networking and alumni relations, a new era that will provide the
impetus necessary to further develop our programs and the work
of the Foundation. With Aufbrüche, we aim to provide a platform
on which to discuss issues relevant to society, debate innovative
approaches, and present ideas and research findings to a wider
audience. To us, networking and alumni relations are all about
learning from each other as partners, gaining new momentum,
and promoting mutual development.
VE
LO
PM
ENT
U
E
ND
R
RESEARCHERS
33
CHANGE
OR STASIS?
The Internet allows for unprecedented
transparency and enables new forms
of participation. But the flip side is one
of self-imposed censorship.
34
JOACHIM
HERZ
STIFTUNG
In the second issue of this magazine, we will explore
the topic of “risk.” Because risks are part and parcel of
any endeavor – be it public, professional, or personal.
Mirko Zapp, Director
of Public Relations
& Communications at
the Joachim Herz Stiftung.
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under such circumstances. This does not just apply to
students on Facebook, however. Politicians will also
think long and hard about whether their opinion is conducive to consensus or likely to be condemned – irrespective of whether it’s right or wrong. This reduces the
plurality of opinion within society and its ability to solve
problems. After all, even inconvenient truths have their
place within public debate, which is why we need strong,
independent individuals and a certain willingness to
take risks as a society.
I would therefore give an emphatic yes to any
transparency that gives people the information they
need to take part in society and an equally emphatic no
to transparency that leads to depersonalizing surveillance and standardization. As we demand inclusion
and plurality while praising interdisciplinary and lateral thinking on the one hand, we can’t afford to continue restricting scope for individual and social growth
on the other. We would then be in danger of lapsing
into stasis.
Photos: rh2ox via flickr.com/photos/rh2ox/9990016123/CC (above), Nicole Keller (below)
COLUMN
S
martphones and social media have
taken us from the age of information
to the age of transparency. The online
community is celebrating new civic
freedoms and innovative forms of participation while demanding more transparency
across the board – including from foundations. There is no doubt that informed and
active citizens are a fundamental pillar of any functioning democracy – and many foundations support
just that.
But not every aspect of transparency can be equated to a brave new dawn. Jeremy Bentham’s Panopticon
is an unparalleled example of surveillance by means
of total and permanent visibility: a circular construction built around a single central inspection house
with transparent cells or workstations, enabling a single watchman to oversee an entire factory, for example,
without being visible himself. The fact that those under
observation could be being watched at any time causes
them to monitor their own behavior and adapt it in accordance with what is expected of them. This type of
surveillance can even function without a building; take
the high level of visibility inherent in new media, for
example. The feeling of being watched causes individuals to think and act in the same way as the majority,
with the easy sanction mechanisms found on social
media strengthening the effect. This development leads
almost automatically to a reduction in diversity, creativity, and flexibility.
In the Hamburger Abendblatt supplement Schüler
machen Zeitung (a newspaper section produced by
schoolchildren), a tenth grader writes on May 7 this
year that young people endeavor to “not stand out,” as
any “mistakes” are almost instantly exposed and shared
worldwide on social media. She then goes on to ask
how people are supposed to develop their individuality
MASTHEAD
PUBLISHER: Joachim Herz Stiftung, Langenhorner Chaussee 384, 22419 Hamburg, Germany, www.joachim-herz-stiftung.de
EDITOR-IN-CHIEF: Mirko Zapp (responsible in accordance with German media law)
EDITORIAL WORK: Kerstin Meins
PUBLISHING HOUSE: TEMPUS CORPORATE GmbH – a ZEIT Group company; DIRECTORS: Ulrike Teschke, Manuel J. Hartung, Jan Hawerkamp;
Hamburg office: Buceriusstraße, Eingang Speersort 1, 20095 Hamburg; PROJECT MANAGEMENT: Jasmin Kistner; HEAD OF TEXT: Roman Heflik;
FINAL EDITING: Frauke Franckenstein; ART DIRECTION: Andreas Volleritsch; PRODUCTION: Dirk Woschei; PRINTING: Buch- und Offsetdruckerei
Häuser KG, Venloer Straße 1271 50829 Köln Germany; TRANSLATION: WIENERS + WIENERS GmbH
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