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The Magazine 3.18 Learning The Magazine At its own pace A school in Greifswald tackles inclusion Is digital better? A debate on the future of learning A discriminating machine On dealing with artificial intelligence 3.18 Learning THE MAGAZINE Editorial 3 3.18 Dear Readers, The processes that are activated in the brain when we’re learning are fairly well researched in neurological terms. People con- nect sensory inputs to other sensory inputs and to their remem- bered experiences. In the process, new neuronal links are cre- ated, and existing ones grow stronger. When you learn, you ex- pand the data pathways in your mind; they grow from little trails to paved roads or even highways. This biological discovery confirms what educators have seen in practice: just googling information doesn’t help you learn. In order to actually build new pathways, you have to work to acquire knowledge and apply it over and over again. As a foundation, we want to provide these effective learning experiences with many of our programs. We’ll introduce you to some of these programs in this issue, and we’ll take you on a journey – to the Thomas Mann House in California, which is becoming a new place of exchange and discussion on the major societal issues of our time. We’ll also take you to Asia, where university graduates from German-speaking countries are teaching – and learning just as much as their students, perhaps even more. One particular focus area of our work is improving the qual- ity of schools; a good school makes a crucial contribution to helping children realize their potential and fully explore their own personalities. The German School Award created by our founda- tion demonstrates that there are many schools doing an excellent job in this regard. Today, there are also options for applying these schools’ good concepts to other schools. In this way, we hope to help facilitate the learning process in the school system – and, in doing so, to leave a lasting impact. We hope you enjoy the read! Joachim Rogall, Uta-Micaela Dürig, Sandra Breka, Hans-Werner Cieslik Board of Management of the Robert Bosch Stiftung 4 Contents Robert Bosch Stiftung 10 12 24 06 12 22 Facts: The learning Learning for everyone: Infographic: How patterns of babies, At the Martinschule in the German School school children, Greifswald, every child Award can contribute adults – and machines learns at his or her to the development own pace. How is this of all schools 08 achieved? Beginnings: Jonas 24 Budkiewitz tells us about 19 Debate: How can the challenges he faced Good school: A conver- digitalization succeed when starting out sation with education at schools? as a German teacher researcher Anand Pant in South Korea about our education 28 system, teacher training, For the love of 10 and the schools of literature: We accom- Snapshot: Learning tomorrow pany a children’s book from one another in an author and a German interprofessional teacher who want to get training program for students excited about nurses and doctors literary writing THE MAGAZINE 5 3.18 34 40 32 40 The German School Learning as a Behind the scenes: Award recognizes human right: How What Jutta Allmendinger, good schools and more education could one of the first fellows at helps raise awareness significantly reduce the Thomas Mann House about their concepts global poverty in Los Angeles, is up to and ideas. You can read about the groups 34 42 involved on the Learning machines: Column: Ten questions following pages: An interview with AI to our readers by Claudia Report from an award-winning school, p. 12 expert Kate Crawford Hach Interview with education researcher Hans Anand Pant, p. 19 about the dark sides of Infographic on the German School Award, p. 22 artificial intelligence 38 In brief: News from projects and areas supported by the Robert Bosch Stiftung Imprint PUBLISHER Robert Bosch Stiftung GmbH, Heidehofstraße 31, 70184 Stuttgart, Germany, [email protected], www.bosch-stiftung.de | BOARD OF MANAGEMENT Prof. Dr. Joachim Rogall, Uta-Micaela Dürig, Sandra Breka, Dr. Hans-Werner Cieslik | RESPONSIBLE Stefan Schott, Senior Vice President of Strategic Communications | PROJECT MANAGEMENT Regina Mennig | MANAGING EDITORS Martin Petersen, Nicole Zepter | PUBLISH- ING COMPANY TERRITORY Content to Results GmbH, Bei den Mühren 1, 20457 Hamburg, Germany, www.territory.de | MANAGING DIRECTORS Soheil Dastyari, Sandra Harzer-Kux | PUBLISHING MANAGEMENT Eva Willaschek | ART DIRECTION Maja Nieveler, Anne Stiefel | PHOTO EDITOR Vanessa Zeeh | PRINT Merkur Druck GmbH, Oststraße 49, 22844 Norderstedt, Germany, merkur-druck.com | ISSN NO. 1865-0910 | COVER PHOTO Jonpaul Douglass 6 Facts How We Learn Eight facets of learning – in Germany and worldwide People learn from mistakes – even from ones they only hear about in stories or movies. Artificial neural networks can already carry out 70% of the tasks that the human brain does, and perform just as well as the brain – or better. 53% of first-year college 753 students in million Germany have at adults worldwide are least one parent with unable to read, write or a college degree. do maths. (For example: recognizing objects, images and actions, identifying language, and reinforced learning) Dialog is the most important factor in a child’s brain development. In 2018, the “mBook History” became the first 82 % non-printed of national constitutions textbook to win guarantee the right the German to education. In 55% of countries, people can “School Book of enforce that right the Year” award. through legal action. Sources: Oser et. al, 1999: Lernen aus Fehlern. Zur Psychologie des negativen Wissens; German Federal Ministry of Education and Research, 2001: Das informelle Lernen; Romeo et. Al, 2018: Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Language-Related With Is Associated Exposure Conversational Gap: Children’s 30-Million-Word the Al, 2018: Beyond et. Romeo Lernen; 2001: Das informelle Ministry German of Education and Research, Wissens; Federal des negativen Psychologie Zur aus Fehlern. al, 1999: Lernen Oser et. Sources: for Institute Leibniz 2018; DIPF Schulen auf einen Blick Office: Statistical Federal (gei.de); German Report Institute Eckert Global Education Monitoring 2017/18; Georg UNESCO problem; to AI safety application in artificial with of state-of-the-arts intelligence 2016: Review Shakirov, Brain Function; 2018. in Education: Education Germany and Information Research THE MAGAZINE 7 3.18 70 % of human learning occurs outside of educational institutions. Text and research: Martin Petersen | Photos: Stocksy Stocksy Martin Petersen | Photos: and research: Text 8 Jonas Budkiewitz was born on the German island of Usedom. He later moved to Münster to study education. He has been in Busan, South Korea with the Lectureship Program since September 2017 – and the 28-year-old has extended his stay in the country for another year. THE MAGAZINE Beginnings 9 3.18 Please Ask Questions Jonas Budkiewitz works as a German teacher in the South Korean city of Busan. When he started out, the job seriously put his German educational ideals to the test. The first projects I attempted outside German Democratic Republic. When I of the German classes I was teaching was younger, I went on high school also came to nothing. At one point exchange programs to Paris, Romania, I wanted to start a student newspaper, and Israel, and later on, I spent se- and another time I thought a work- mesters abroad in Iceland and Krakow. shop for cultural exchange would be a But starting a life in South Korea good idea. Korea is a highly homo- was harder than in any of those places. geneous society; the people don’t have I wasn’t automatically part of a much experience with cultural differ- network of exchange students; I had ences. Different groups – Korean to build my own network. I started students, Chinese students – don’t mix going to climbing gyms, which are usu- on campus, and I wanted to address ally built into the upper floors of office that. But hardly anyone signed up. buildings here. I found restaurants Obviously, that was a bit of a disap- where I can eat vegetarian meals with- am the first Bosch German lecturer at pointment. Since then, I’ve been asking out me having to explain why I don’t the UniversityI of Busan, and at the myself how I can get the students eat meat. I also play soccer with my beginning, I felt like I’d been thrown in interested in projects where the focus students. at the deep end. And it wasn’t just is on personal experiences rather I hope I can inspire curiosity me; my students felt the same way. than professional qualifications. in my students. If I can, then my time Here’s a good example of what I mean: I still don’t feel like I’ve wrapped my here won’t have been in vain. The I was teaching a class, and we were head around everything here – and university offers projects that involve doing group work. Initially, the students that’s what makes it so exciting. At the the students traveling to Germany. I were working in pairs, and it was moment, I’ve teamed up with a few helped the students prepare and make going well. But when I wanted to dis- other professors to set up a center for contacts. They then went to Hamburg, cuss results with the whole group, German-Korean cultural exchange, where they stayed with my parents no one moved. In my typically direct and recently, there was an artists’ ex- and their neighbors. I think these sorts German way, I asked them flat-out, change between Hamburg and Busan.