Can a federal drug crime be wiped out

How do we get to the 22nd century? - Germany on the way to the information society



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A visionary book by Robert Straßheim ...

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How do we find the 22nd century? Germany on the way to the information society

A political book by Robert Straßheim

Marburg, February 9, 2008

Table of contents 1 FOREWORD ............................................. .................................................. .................. 4 2 INTRODUCTION ............................. .................................................. ............................... 4 3 CONTEXT ................ .................................................. ................................................ 5 4 CRITICAL INVENTORY ................................................ ....................... 7 4.1 Couple deaths ........................ .................................................. .................................................. ............................ 7 4.2 Children - tomorrow's society .............. .................................................. ............................................ 9 4.3 Decline of democratic culture. .................................................. .................................................. .................. 25 4.4 Disinformation .............. .................................................. .................................................. .............................. 32 4.5 Technocracy ................. .................................................. .................................................. ............................... 33 4.6 Unrestrained economy ............... .................................................. .................................................. ............ 44 4.7 Environment ................................... .................................................. .................................................. ....................... 60 4.8 Underworld ........................ .................................................. .................................................. .............................. 60 4.9 Upper world? ................ .................................................. .................................................. ..................................... 66 4.10 Anachronistic Generations contracts................................................. .................................................. ..69 4.11 Germans and East Germany ........................................... .................................................. ......................... 70 4.12 Global Problems ..................... .................................................. .................................................. ................. 72 4.13 Constitution of the EU: on the ruins of democracies? ..................... ................................................. 74 4.14 Summary and Outlook .............................................. .................................................. ................. 76

5 URGENCY ................................................ .................................................. ... 78 6 THE NEXT BIG STEP: THE INFORMATION SOCIETY ... 79 7 PRINCIPLES FOR A NEW POLICY ............................ ................................ 83 7.1 Transformation of the individual ............. .................................................. .................................................. ..85 7.2 Transformation and the state .......................................... .................................................. ............................ 88 7.3 Love and consistency ................. .................................................. .................................................. ............... 89

8 STRATEGIES AND SUGGESTIONS .............................................. ......................... 90

8.1 Family support and education offensive .............................................. .................................................. ... 94 8.2 Drug policy - especially protection of minors ........................................ .................................................. ........... 110 8.3 Expansion of our democracy .................................. .................................................. ..................................... 114 8.4 Combating crime .......... .................................................. .................................................. .............. 124 8.5 Management training ............................... .................................................. ............................................. 126 8.6 Economy and finance .................................................. .................................................. .......................... 128 8.7 Social policy ..................... .............................................. .................................................. ............................... 138 8.8 Immigration and Integration .............. .................................................. .................................................. ..143 8.9 Cultural funding ............................................. .................................................. ............................................. 150 8.10 Transport Policy .. .................................................. .................................................. ...................................... 154 8.11 Environmental and nature protection ...... .................................................. .................................................. ................. 155 8.12 Research Policy .............................. .................................................. .................................................. ...... 159 8.13 International Relations and Global Problems ..................................... .............................. .............. 160 8.14 The responsibility of the individual .............................. .................................................. .............................. 167

9 VISION ................................................ .................................................. ................. 174 10 AFTERWORD .............................. .................................................. ........................ 175 11 LITERATURE LIST ....................... .................................................. ........ 176

1 Preface “Perhaps you are proclaiming something right, perhaps something wrong - it doesn't matter. What matters is, as Kierkegaard so relentlessly made it clear to us, that the truth can only ultimately overcome the reluctance of the world if you present your vision with passion. ”Ken Wilber1 I may be wrong in many ways - I hope. Nonetheless, I write with the rights of an ordinary citizen who cares about the future of his family and his country. Since I have to wrestle the time to write from a full life, I ask for your indulgence that many topics are only touched on superficially and in fragments or are left out entirely. A revision of the work “Global 2000” 2 would be necessary for a serious inventory of the environmental problem. But who would pay for that? And who is reading it? So, I have to be brief. I am aware that this book is methodologically untenable. I write it anyway. It is an unreasonable desire, a naive attempt to make a difference. It's less than that. There are some questions about what is needed. If I try to answer every now and then, it is only to lead to more, more meaningful questions ...

2 Introduction Everyone3 knows which crises threaten our future: the climate catastrophe, energy crises, perhaps radioactivity or other environmental crises, and last but not least, population development. Who pays our pensions and can we still live healthily? Politicians are signaling that the state can no longer take care of everything. The social security system is being dismantled, and private provision is mandatory. At the same time, with reference to globalization, the economy is withdrawing more and more from its social responsibility. Young people in particular revile going to the polling station. The reputation of our executives is ruined (politicians, managers) or has never existed (teachers and humanities scholars); for this, doctors, pilots and nurses enjoy top ratings of trust. Can democracy be maintained under these circumstances? 1

see Ken Wilber: Simply "That". Frankfurt 2001. p. 52. Council on Environmental Quality and US State Department [ed.]: Global 2000. The report to the [US] President [Carter]. Washington 1980. This work offers the most comprehensive ecological inventory ever commissioned by the US government at the time. It has helped to anticipate a number of rapidly escalating undesirable developments, and its political conclusions are, unfortunately, largely still relevant: Global 2000 suggests that courageous and determined initiatives are required all over the world. 3 I try to accommodate both genders without sacrificing style too much. When I occasionally only use the feminine form, the men are also meant - and vice versa. 2

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Certainly the vast majority of our population is convinced that a democracy is better than anything else. But we have to ask ourselves: who is committed to the common good? Will we continue to watch as lobbyists determine politics? Whose interests will prevail and whose values? Above all: Which people will live in Germany in the future? With what values? The search for answers is the way ahead.

3 Context What are we in the world for? All people want to be happy. But where do we look for happiness? Am I happy when I enjoy as much as possible at the expense of others? What if I own a lot? One can get the impression that not only those in power in business and politics align their actions in such a way that their own profit becomes the measure of things. Egoism is anchored in every human being. It is a creed that is derived from “common sense” and that I call an ego trip: I don't trust anyone. Everyone just wants their advantage. That's how it works, above and below. I'm not stupid. I take what is cheap and do not long ask about justice. Or environmental sustainability. We Germans can't save the world, and you and I can't save it at all. Look what the others allow themselves! The earth will burn up anyway, and I want to enjoy life until I die. What else! At the same time, another, more responsible attitude is widespread: How many people love honesty! How many have a sense of justice and stand up for peace, for the protection of the environment. Hardly anyone wants to earn money from the arms trade; almost all condemn murder, rape, child molestation, and nuclear weapons; A reliable majority in our country is open to other cultures, they are tolerant, but they want consequences if their trust is abused. These are all good news! They are based on an alternative creed, which may be more or less conscious, based on a religion or an ethical belief, and which does not appear in any advertisement: Material prosperity, a love affair and raising children are wonderful, important goals, but they cannot be everything. Many people share a longing for a just world, for a world of peace, freedom and happiness. Everyone has to contribute to this. Just as Gandhi did, Albert Schweitzer, Martin Luther King, Nelson Mandela, Mother Theresa and so many people, ordinary people, who changed the world through their unusual decisions. Anyone can do something like this, it doesn't have to be anything great. I do what I can, and a little more, for good relationships, for justice, against hunger, for the environment, for our children. Living as service to these principles gives me the dignity with which I am ready to die. Now there are probably these two attitudes in every human being. In the past, when the church played a more important role, people liked to show their morally “good” side

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on Sundays, on weekdays most of the other. Nowadays things go haywire all week long. Which of the two forces is activated? Everyone is responsible for this, but so is their social environment. If a society is characterized by corruption, shameless exploitation and irresponsibility of the economy, which does not seem to know the day after tomorrow, if the values ​​of parties that call themselves Christian are just as unreliable as the solidarity of so-called social parties, then only still “crazy” people are ready to act socially. Fortunately, this is not the case: a change of mood is looming. We cannot stand idly by as our futures are chased down the chimneys. Most of all, most of them are ready to give something, to make a contribution - but only if this is socially recognized and one is not “the stupid” who sacrifices.

We are developing from an industrial society into an information society - the technical side of it is well advanced, but mentally we are lagging behind. Rising productivity and rationalization are freeing up workers en masse, and most experience this freedom as the catastrophe of unemployment. Information technologies allow us unlimited communication and comprehensive information, but many tend to abuse this gift to completely deplete our content. Now that the dangers and undesirable developments have become clear to us, we should learn to use technical progress for the purposes of the community. That means nothing more than a reversal of the usual point of view: humans have to set goals, technology has to serve. But which person? The entrepreneur? The unemployed? The party official? The screen junkie? Where are socially minded people? The first goal must be to motivate more people from all groups for politics and community. The chances for democracy in Germany have never been better! We no longer need to fear the political extremism from the first half of the 20th century; instead, we can count on a broad mainstream of tolerance and approval of human rights. But the practice of politics repels many people. What has so far been dubbed “reform” (e.g. federalism reform, health care reform, etc.) is so pathetic because the interests of influential minorities block real reforms. We lack convincing visions and honest, charismatic politicians. To do this, we have to develop our democracy further. We should discuss across party lines and have the courage to try something. In the first part of this book I will try to take stock of the situation critically, but it must remain very sketchy. In the second part, I formulate key political goals, drawing on old ideas from the Enlightenment. The books by Joseph Weizenbaum, Neil Postman, Horst-Eberhard Richter and Ken Wilber are particularly trend-setting for me; even more: these men have become role models for me (although there are also female authors whom I admire and quote, e.g. Necla Kelek and Jean Liedloff). Weizenbaum describes himself as a "heretic" of computer science, whereby he generally targets instrumental reason. As a representative of the Western Enlightenment, Postman wrote well-founded social reviews that are still alarming today. Richter, a leading psychoanalyst and social psychologist, is the nestor of the German peace movement who, like Weizenbaum, will probably never give up. And Wilber, a luminary in the

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Consciousness research, gives the outlook on the second half of evolution4, in which we are currently facing the collective leap to the next higher level: namely from the industrial society to the (organized) information society, which, as will be shown in Chapter 8, means far more than the disposal of communication technologies. It seems that there is widespread wishful thinking that this jump will happen automatically, that it can be mastered without getting up from the television chair. But if we don't take a run, we'll be thrown out of this chair and land in an abyss. Now we should first look into these abysses in order to hopefully get the motivation to make a strong start; then I'll outline some principles and strategies to make it clearer in which direction I think this approach should go.

4 Critical inventory Unfortunately I am not a poet like Heine, unfortunately I do not write a winter fairy tale. The critical view must remain objective if I do not abstain from the assessment.In this chapter I draw attention to central weaknesses in our society, but I do not have the leisure to discuss everything in a balanced way and I accept that the impression of a one-sided, pessimistic picture can arise - I cannot do that through poetry mitigate. If you want optimism right away, you shouldn't continue reading this chapter ad nauseam, but jump to chapter 6 or prefer the “vision” (chapter 9).

4.1 Couple deaths “Only those who love who have the strength to hold on to love. [...] But those who, under the glow of unreflected spontaneity and proud of the alleged sincerity, abandon themselves completely to what they believe to be the voice of the heart and run away as soon as they think they can no longer hear that voice , in such independence is precisely the tool of society. [...] By betraying her lover, she is betraying herself. The order of loyalty given by society is a means of bondage, but only through loyalty does freedom achieve insubordination against the order of society. ”Theodor W. Adorno: Minima Moralia. Reflections from the damaged life. From aphorism 110: Constanze. Frankfurt 1951.

Every freedom demands wisdom, otherwise it leads to disaster. There is often a lack of relationship wisdom. In our culture, young people are rarely taught how to have a relationship; Living role models are rare: Who is lucky enough to grow up in a functioning family or in a community?

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see Ken Wilber: A Brief History of the Cosmos. Frankfurt 1997.

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Society barely knows any moral rules any more, hardly exerts any pressure to keep a couple together, and so each partner has to take responsibility for the relationship. The emancipation of women (and perhaps also of men) causes conflicts to break out that used to be suppressed or only rarely really resolved. Today's couples need to negotiate their roles and find some form of relationship that will bring them happiness. This is a great challenge, but also a great opportunity to be fulfilled. Many couples who have promised each other eternal love in romantic naivety suddenly find themselves in a dynamic of emotions that they can hardly cope with; Dramas become independent, victims, perpetrators, rescuers chase each other in alternating casts, and equality means that everyone is right and does not have to give in a millimeter. For some, it seems like being right is more important to them than being in a relationship. Unless a couple argue, they don't have much to say to each other. An average German couple takes less than four minutes a day to “talk to each other essentially” - by which the partnership researcher Prof. Lukas Michael Moeller understands that both of them share their experiences.5 When a conversation with the partner lasts longer , it's probably quarrel. But it is worse when couples don't even argue; when the living togetherness becomes lazy coexistence; if the relationship becomes unrelated, then the couple has already died without separating. Separation as a better option - this is our progress: we no longer need to be caught in unhappy marriages; Breakups are expensive, but we can afford them. They give us a truce, if not peace. Those who go to work are in turn forced into relationships; Since a separation is not so easy here, some drama escalates into bullying. The losses in humanity and productivity are unfathomable. State help is not provided for relationship problems. Moeller observes with astonishment: Politicians “do not see their responsibility towards the quality of the couple's life at all, although the goodness of being a couple is the decisive foundation of freedom, democracy, human rights and recognition of the stranger. The result is atomization instead of autonomization. ”6 Frustrated and perplexed by the struggles and setbacks in real relationships, a growing number of people seek their satisfaction in material successes, addictions, virtual worlds (see below: entertainment) or sink into depression. Where is the loving lap for children? On the other hand, most of them have a longing for partnership and bond. Will those who manage to keep their families together soon become rare specimens of admiration?

5 6

see Michael Lukas Moeller: Opportunity makes love. Reinbek near Hamburg 2000. p. 47. S. Moeller 2000, p. 49.

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4.2 Children - tomorrow's society The decision against having a child Our society is unlikely to survive on its own. Why not? Parents usually have to accept serious disadvantages in terms of income7 and career. This is hardly compensated for by the parental allowance, which is limited to one year. As a result, the average number of children is 1.3 per woman. It doesn't help to moralize. A couple who have no children today gets less and less impressions of the wealth such a young life could mean for them, they have no idea what opportunities there are if they accompany children in discovering the world and themselves: As Father and mother we rediscover ourselves, we can learn to put aside selfish needs and to open ourselves to the demands of new life. But we lack acquaintances who set an example (if you have children, you easily end up in a parent's ghetto and often lose contact with non-parents). In addition, the series, talk shows and films in the mass media convey other values ​​that collide with parenthood: independence, career and material success are worth striving for; on the other hand, it shows that relationships do not work and end in drama - how can one still wish for children? 8 Parents' responsibility There are no perfect parents, and children can also thrive when parents make mistakes. Nevertheless, it is worthwhile to see which errors occur frequently and how they can be avoided. Parents shape their child even before it is born - through their behavior and their diet they influence epigenetics: “For the first time, a mechanism is now known that describes how the individual lifestyle of a person affects the genes and creates health or illness. [...] Man is neither a gene robot nor a purely cultural etheric being. Bit by bit, biology is approaching reality again - an understanding of humans that unites nature and culture, genes and environmental influences. This is the opposite of gene determinism; it would increase both equally: freedom and responsibility of the individual. If one can purposefully shut down disadvantageous genes or activate genes that have a positive effect, their fateful power is tamed. If you know that an unhealthy diet is not only fat, but also has a negative effect over many generations, it becomes an ethical question. ”9 7

Moeller put the financial disadvantage that parents have compared to childless couples at "around 400,000 DM per child" (see Moeller 2000, p. 49). The only ones for whom having children “pays off” are extremely frugal recipients of HARTZ IV and maintenance benefits: the growing number of people increases their income without the expenditure increasing in the same way. On the other hand, such families live in poor conditions, which are more likely to correspond to those of a developing country. 8 see Frank Schirrmacher: Minimum. About the passing and emergence of our society. Munich 2006. pp. 95ff. 9 see Christian Schwägerl: A dogma falls. In: GEO, 04/2007, p. 152f.

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Smoking, drinking, an unhealthy diet, lack of exercise, neuroses, depression and stress have negative effects on future children even before conception. After the birth, the parents are known to be bad role models. If the father or mother then takes the time to raise their children themselves, it often goes wrong. This is less due to the family organization (core family, single parent, flat share, patchwork or other) than to the style of upbringing. To clarify, I am referring to two different models for characterizing the common parenting styles. The first model comes from Klaus Hurrelmann: With the permissive upbringing style (“laisser-faire”) it is not the parents but the children themselves who should determine the upbringing; With the negligent style, the problems that exist with the permissive style increase, since the children get neither boundaries nor the attention and care of their parents. In the authoritarian style, it is the adults who generally prevail (more or less force); Rules are forced upon children here that adults do not adhere to themselves (“You do what I say, that's that!”); the overprotective style is not much better since it stifles all independence. The participatory style of upbringing emphasizes the partnership and cooperative side: everyone should coordinate and exchange ideas openly and respond to their mutual needs; By mutual agreement and negotiation, manners and rules are determined that are adapted to the respective development and age level. The aim is to promote independence and autonomy in the child and to strengthen performance and social responsibility. The children of a democratic society should be brought up in an authoritative-participatory manner: Authoritative upbringing style, because it uses the authority of the parents with restraint and caution, but the rules apply to everyone (including adults), they are carefully enforced (without chastisement) with justification and explanation ; Participatory style of upbringing, because it addresses the needs of the child in the sense of helping to shape the mutual relationship. Many studies show that a majority of parents support this style of upbringing, but can hardly implement it in everyday family life. In practice, according to Hurrelsmann's assessment, 10 50% of parents practice a permissive style, 20% an authoritarian style and 5% each an overprotective or neglecting style; only 20% of parents should be able to actually practice the authoritative-participatory parenting style. According to Hurrelmann, the effects of wrong parenting styles are threatening for the community: The authoritarian parenting style ignores the needs of children. In doing so, parents often generate aggressive and violent behaviors in their children. To corporal punishment, which is part of the typical behavior of authoritarian parents, children react with resistance and defiance, rebellion and disobedience, breaking rules and tantrums, others by avoiding contact with their parents, dropping out of school, consuming drugs, etc. The permissive style is based on error that children and adults are equal, so that parents are afraid to use their power. This results in an irregularity, which for children often means lovelessness and a lack of attention and care. With aggressive behavior, children provoke more attention and attention. 10

see Klaus Hurrelmann: Introduction to Socialization Theory. Weinheim and Basel 2002. p. 156 ff.

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The consequences of both styles of upbringing are insufficient independence, a lack of social responsibility and poor performance. This is all the more true for the overprotective and the neglecting style. The second model is presented by Rüdiger Peuckert. According to this, parents can either give their children emotional support (love and affection) or refuse it, and they can challenge their children either strongly or only weakly. Four styles result from the combination of these extremes: The most common practice is the naive style, in which the parents give love and care but ask nothing or very little from the child (49% of children in the West and 43% of children from the East are brought up in this way - according to information provided by the parents). The mature style comes second: the child is loved and challenged (32% in the West, 40% in the East). In the paradoxical style, parents let their children starve to death emotionally, but still torture them with demands (approx. 5%). In the indifferent style, parents show neither love nor demands towards their children (15% in the West, 11% in the East) .11 The figures for both models show that despite good intentions, only 20-32% of all children in the West are brought up appropriately, in the East a bit more. That reads soberly. The numbers mean that the coexistence of parents and their children can become hell for the majority. In addition to bringing up their children, families also provide informal education for their children: cultural education, tact, manners, educational strategies. This informal education is passed on within every family, the toddlers begin to learn it, and the school builds on it. In school, the different educational strategies that the children bring with them from their families with different cultures lead to different successes. This is how cultural differences become social differences. The mechanism of educational strategies will be examined in more detail with the question of information gathering. Families usually teach their children what their grandparents did successfully. Some migrant parents teach their children to get the information they need from neighbors, friends and acquaintances. The advantage is that you know the respondents and thus also the degree of reliability of their answers. This strategy is optimal - for an arable company. In an information society, however, we need completely different strategies: we have to know which institutions are responsible for which information; and we must be able to find, read and critically classify suitable non-fiction books. It follows that the children of migrants who come from agricultural societies have a much harder time succeeding with us than children who are at home in the educated middle class. Children from local families who are described as uneducated may have the hardest time, because the educational strategies that prevail in their home are not only unsuitable, but even destructive: “Reading is not important”, “You can do a lot from television learn ”,“ You never need chemistry / physics in life, nor do you need foreign languages, and we can already speak German ”, and the like. 11

see Rüdiger Peuckert: Family forms in social change. Wiesbaden 62005. p. 168.

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Another example: There are families who travel to pursue educational goals (in the tradition of the Enlightenment, which Goethe already followed), and there are families who choose a travel destination based on how cheap the flight is and how attractive the hotel and beach are; They hardly notice anything about the country, its locals and its culture - many don't even know whether they are basking in the sun of a dictatorial regime ... These examples show how a family and its culture increase educational opportunities of their children for sure. In this way, children in uneducated families can discover or learn in school that the Internet holds information ready; they can even teach it to their parents. But even with this, they often miss out on the connection with the educated middle class. Why? Because their selection of Internet sources is more likely to be a matter of chance and they are unable to gain a deeper understanding of the mostly superficial, scattered data. Only an educated person knows how to find suitable information on the Internet. Search engines don't help. You need understanding, knowledge of connections, a trained, critical look at the sources, analytical skills, judgment. These things may or may not be learned by children from conversations at home, from reading books. That depends on which strategies the family has passed on. The school, on the other hand, is relatively powerless as long as it is not an all-day school that could support all children. Why? Most of the time the child spends with the family (in front of the TV?), And no school can compete with this time. For example, you can read over 50 books at home in a year, and at the same time the school can require you to read a maximum of 10 books. The children, in whose family culture reading is a matter of course, have no difficulty; on the other hand, most children from educationally disadvantaged families do not even read the books that school gives them. The PISA studies confirm that academics children in Germany have a much greater chance of success in school than children of parents with little education. I don't mean to claim that educated citizens are better parents! Ever since Jean Liedloff's book “The Search for Lost Happiness” 12 we have known about the dark side of our Western styles of upbringing.In a cross-cultural study, Heidi Keller has now presented the empirical confirmation of Liedloff's findings. Keller examines how different parenting styles affect the psyche, social behavior and self-image of children: The behavior of mothers was analyzed according to measurable criteria: duration of eye contact and touch, speed of reactions, choice of words and language style in dialogue with the child or interviewer . The log records over 100 words per minute for a mother from Los Angeles, a mother from Cameroon limits herself to a few dozen words, but she coos, clicks and sings with great devotion. A child born in such a traditional setting is carried or held almost continuously in the first few years of its life: on the breast of its mother, in the arms of aunts and grandmothers, on the back of siblings. Even at night it's up to his mother. They are unfamiliar with bedtime rituals or fixed breastfeeding times; the children fall asleep whenever and wherever they feel like it. That European and American mothers often only hug their babies after screaming for minutes, that they would rather give them a toy than breastfeed them straight away, that they themselves put babies in their own beds in the evenings so that they can lie there Rest of the night 12

Jean Liedloff: In search of lost happiness. Against the destruction of our ability to be happy in early childhood. Munich 1980.

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To 'sleep through the night' all alone, in the eyes of both Indian and African women, borders on child abuse. [...] What the differences are, Heidi Keller determined through long-term observation [...]. It showed that children who are 'pampered' by constantly carrying, touching and breastfeeding as required stand on their own two feet particularly early - in every respect. They can move independently earlier, are less in need of targeted attention and show significantly more social skills. They also need them. Because after two years at the latest, all-round maternal care is usually over; In Cameroon, even the youngest are expected to make themselves useful for families and the village community. An African boy of 1 ½ years, who is asked to bring a pot to the neighboring house, immediately jumps up and does the job. A child of the same age from Costa Rica needs some encouragement before it starts moving; a little Athenian, on the other hand, does not respond at all to his mother's request and even ignores repeated admonitions. In terms of joy of movement and motor skills, he also lags far behind his peers overseas. On the other hand, European children prove to be clearly superior in terms of self-awareness: if you hold up a mirror to them, they recognize themselves earlier and more clearly, and their ability to speak is also measurably further developed. Keller speaks of the western 'school of independence': European mothers in 2000 give their babies even less physical contact than they had from their own mothers, instead they involve them in excessive dialogues, often leaving them alone. In the other big 'school of community orientation' babies get their earliest physical needs met, but as toddlers they learn above all what is 'right' and 'wrong' behavior, must be obedient and submit to the community.13 How is it so ordered our upbringing? First torture and then hell? Every culture has its advantages and disadvantages. I am in favor of learning from other people's experiences and doing my best as a father without bending over or sacrificing myself. Migrant children The largest group of migrants in Germany are the Turks; I therefore quote Necla Kelek as an example, who is researching their difficulties: “Many migrants brought their traditions with them to Germany with their suitcases and stayed the way they came. They are here with their feet, but in their minds and hearts they have never left their village. They demand of their children born in Germany to live according to the archaic rules of their Anatolian home village. In doing so, they exposed them to what can almost be called a tragic ordeal, from which there is no 'right' way out: whoever decides to have a family decides against the country in which he lives; whoever decides in favor of their new home 'betrays' their family. "14 13

see Johanna Romberg: What is good for a child? In: GEO, issue 5/2007, p. 172ff.

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The range of violence that migrant children suffer more than average ranges from poverty to corporal punishment, circumcision, gender discrimination, disadvantage in education and the tutelage of even young people such as forced marriage. Last but not least, structural violence causes their future to look bleak: “Germany is particularly bad at supporting the children from these [immigrant and uneducated] families. Across the OECD, Germany and Denmark are the only countries in which second-generation migrant children - i.e. children who were born here - have lower proficiency scores than first-generation children. In every other country, the development is as one would expect: Finding your way in a foreign country is difficult - but it is easier for the children of the people who have dared to make this new start. [...] Nationwide, tens of thousands of young people who cannot find a training place are parked in measures that do not improve their chances at all. And: Hardly any of these young people ever pays social security contributions or taxes. ”15 Dangerous substitute educators If parents and school cannot bring up a satisfactory education, the children become victims of other powers. Televisions, computer games, and peers are secretly taking the lead. Screens “What is called entertainment today is often nothing more than a guide to tyranny, xenophobia and misogyny.” Manfred Spitzer16

Many parents are happy to be able to leave their children in front of the screen when they are in need of upbringing or in comfort; to appease their guilty conscience, tell yourself that children will learn something from it. This is especially true in lower-class families, as the Shell study recently confirmed: “Social origin is the decisive factor for overall leisure behavior. In the case of young people from well-off families, it usually ensures that the impulses from their parents' home are strengthened. Young people from the upper social classes spend their free time reading, doing creative or artistic activities and cultivating their social contacts: we have described this group as the »creative leisure elite«. For young people from socially disadvantaged families, on the other hand, immersing themselves in the peer group with their specific leisure culture has a different meaning. In particular, male youth from the lower class make up the group of technology freaks who spend their free time primarily playing computer games and watching TV. This combines with a turning away from school and

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see Necla Kelek: The Prodigal Sons. Plea for the liberation of the Turkish-Muslim man. Cologne 22006. 15 See interview with Jutta Allmendinger, President of the Berlin Science Center for Social Research (WZB) and member of the Science Council. In: FR of July 11, 2007 16 S. Manfred Spitzer: Caution, screen. Electronic media, brain development, health and society. Stuttgart 2005. p. 282.

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Vocational training means that there is a risky departure from social conditions. ”17 In fact, when they watch television they learn: the escalation of conflicts is more exciting than resolving them; Cynicism is funnier than compassion; Murder is stimulating, platonic love stale; Diplomacy is boring, martial action is tingling; Honesty and loyalty are idiotic, deceit and betrayal are normal; Sex is anal, death is banal ... The disappearance of childhood and responsible adulthood are the sad consequences. Neil Postman discovered all of this twenty years ago.18 His warnings were consumed by the educated class and ignored by society as a whole - they were only to be found in books. Instead, there is a persistent rumor among the population that computer games with violent content are actually good because it helps the player to reduce aggression. This rumor probably originated from gaming lobbyists and is popularly spread by the mass media to show that reports would be “balanced.” 19 Anyone who researches relevant research knows that the opposite is the case: Whoever plays, owns, From a statistical point of view, increased aggression afterwards. Serious effects of television are reported in relevant sources and have therefore been scientifically proven several times: 20

Every scene of violence increases the tendency to aggressive behavior. 21

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Compassion is waning, aesthetic brutality and bad taste are rampant. 22

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"Those who watch a lot of television learn less to read, are less creative, tend to take in things superficially, think less critically, and adopt role stereotypes" .23

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Consumers of television, video games, and the Internet are increasingly becoming outsiders.24 Why? As long as a person consumes media, he renounces communication.

­

As a stale substitute for real relationship life, he gets the illusion of being there, he identifies with characters on the screen, especially in series. Those who watch series do not want to miss an episode because the world of the series becomes their world, they feel they belong; So if you live with a large TV family, your need to cultivate friendships and bonds will be fulfilled virtually - and the less you will look for them in reality. "Satoshi Kanazawa showed that fewer and fewer people can distinguish between real friends and 'television friends'. [...] The disturbing thing is that viewers have started to incorporate their television friends into their lives and learn from them. First of all, watching TV really makes her happy. Women who watch a lot of soap operas feel that they have wonderful friendships [...]. A society that hardly has any children populates its consciousness with imaginary friends who are not statistical ones

17

See Shell Youth Study 2006. Leisure and Health. www.shell.de see Neil Postman: “The Disappearance of Childhood”. And: “We amuse ourselves to death” 19 “Deciding for or against something is considered crude, not very intellectual or simply stupid in educated circles. An ambivalent, deliberate 'maybe one could have if one would have liked', on the other hand, earns respect. This explains why, despite clear scientific findings, the reporting is so confusing and fuzzy. ”Spitzer explains this fact in more detail (see Spitzer 2005, p. 279f.). 20 Manfred Spitzer: "Careful, screen!" Stuttgart 2005. 21 ibid. 22 see Spitzer, p.214. 23 ibid., P.123 24 ibid., P.229f. 18th

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Federal Office recorded. ”25 For men, news and sports programs play the same role as soaps do for women; Talk shows manipulate the consciousness of both sexes.

“Due to screen media, there will be around 40,000 deaths in Germany in 2020 from heart attacks, brain attacks, lung cancer and long-term effects of diabetes; In addition, there are several hundred additional murders every year, and several tens of thousands of additional violent crimes [...] several tens of thousands of additional cases of school problems in the form of attention and reading and spelling disorders [...] These figures are cautiously estimated from my point of view, so they represent the lowest Limit of what can be expected. ”26

So instead of pursuing sporting activities or learning the essential tools for life, lower-class children in particular learn something different: They imitate virtual role models, they learn strategies for collecting points in computer games that have little to do with cooperation or communication, but more with skill, template thinking, adaptation to virtual laws. The perception of reality shifts, imagination and imagination are shaped more and more by unreal scripts and less and less by experiences in the real outside world. If a child or adolescent is no longer necessarily proud of a success in real life (e.g. having written a good class test), but of having achieved a higher rank in some computer game, then the limit to addiction has been exceeded here .27 “Top model” - questionable role model for young people Using the example of the television series “Germany's Next Top Model”, I would like to illustrate the disastrous influence this medium can have. Many young people try to do everything possible to meet the broadcast's attractiveness criteria. Excessive fitness training, diet cures and plastic surgery will bring them behind them in order to achieve Heidi's ideal of beauty. The standards set by the program are supported by many companies and institutions and implemented in profitable product lines: Calorie-defined drinks and menus as well as appetite suppressants and laxatives are available in a wide range in stores, numerous clinics offer liposuction or figure modeling, but also the health insurance companies promote this trend by motivating their insured persons to “look good” and “slim” through courses or member magazines. In the first season, Heidi Klum criticized the alleged excess weight of a candidate in front of 3.4 million viewers: the applicant Irina was 1.76 meters tall and weighed 52 kilograms - allegedly "too fat" for a modeling career. That sparked a debate about the beauty craze and the power of the media. The body mass index (BMI) was calculated and the result was 16.8. From a medical point of view, this is clearly underweight. 17-year-old Yvonne, another top model candidate from last year, is 174 cm tall and weighed 54 kilograms, which corresponds to a body mass index of 17.83. Yvonne was underweight, but she found herself too fat and is afraid of rolls of bacon. Yvonne and Irina are not isolated cases. A representative 25

see Schirrmacher, p. 100f. ibid., p.12. 27 See interview with the brain researcher Prof. Gerald Hüther. In: FR from 20.3.7. Hüther gives an extreme example of this addiction: A fifteen-year-old boy smashed his parents' apartment in a fit of rage lasting several hours, "because his computer went down as a result of a power failure in the middle of a game."

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A youth survey for the magazine Bravo from 2006 shows how much the super slim in the media affect young viewers. One in four young people between the ages of eleven and seventeen, the study found, is dissatisfied with their body weight.28 But the show's beauty standards do not only refer to appearance. Casting and photoshooting are important for the first few rounds, but then it is checked whether her behavior is sexy too: Is the candidate showing the right facial expressions? Is she submitting to the almighty jury? Does she go along with every imposition? Doesn't you complain when the exposed areas of your body are shown in close-up shots? The viewer who becomes a voyeur thinks of sex, and he transfers her behavior to bed: would she let him do what he wants? A top model does not contradict. But their “ability to love” is tested even more deeply: Is it emotionally involved? When she stands in front of the divine jury that judges her future (does the candidate have to drop out?), Again close-up of her face: does she let the right amount of tears roll down at the right moment? Not too much emotionality, that would be hysterical; not too little, that would be cold and loveless. The norm-beautiful woman is predictable for the man and adapts - so don't be afraid, man, to handle her in bed! I suspect that such programs will break deeper taboos in a decade and, like other formats, will penetrate the bedroom. It gets boring to chase top model candidates through fountains or the like until they are soaked. You will be tested directly and shamelessly for sex suitability in the beauty paradise with professional test men, starting with the lipstick, which must not be kissed off too quickly, to the beauty of your melody in orgasm expression ... What is still missing is the standardized babies, and then we finally have Huxley's Brave New World! Peers To emancipate people, friendships with peers are important.During puberty, it is necessary for adolescents to gradually detach themselves from their parents and form new bonds. This should be done as soon as young people become mature enough to lead a self-reliant, independent life from their parents. However, it becomes questionable if this separation from the parents occurs before the children are mature enough, i.e. at the age of 8, 9, 10 or 12 years. Many believe that the children are then “precocious” and welcome this development. The psychologist Gordon Neufeld has researched this phenomenon in more detail. His analysis shows that we have to distinguish between friendships on the one hand and bonds on the other. Contacts and friendships among peers are good at any age. i.e. conducive to development. It looks different with the bond. The attachment of a child to at least one caregiver is a biological necessity, because through attachment it receives care, emotional affection and education from adults. How can it be explained that younger and younger children lose their attachment to their parents and instead attach themselves to their peers? It is not supposed precociousness, but an emotional emergency that urges the children to hunt for new bonds ahead of time: What does a child do that still needs its parents when these parents are permanently unavailable for children? Or if the child has to learn that they cannot trust their parents? If it is repeatedly abused, humiliated, or ignored by parents? Every mature adult becomes a relationship 28

www. Beauty madness and Jugendkult.de?

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which is unbearable to him. But what way out is there for eight- or twelve-year-old children who are not yet mature enough to cope with their own lives? The child's healthy instinct for self-preservation ensures that it looks for a makeshift replacement for the insufficient parental bond - otherwise the child's life would be threatened. If there are no other adults trying to create a replacement bond with the child, then the needy children will alliance and bond with one another. At the same time, they prematurely break their ties to their parents. From then on, the children are emotionally dependent on bonds with their peers, and the parents lose all influence on their children. The Shell study reports: “People of the same age often play a bigger role than their own parents in many issues of everyday life. From a pedagogical perspective, they have become powerful »co-educators« of the young people, especially since they are also the main source of contact with the media world. ”29 According to Neufeld, this means that“ the children no longer receive their signals from their parents, teachers and other caring adults relate, but align their appearance, their values ​​and their behavior to one another. I refer to this phenomenon as peer orientation ”30 Premature peer orientation is particularly widespread in large cities and harbors the following risks: Immatures are no longer brought up by adults, but by other immature people. They can't get ripe like that; Alienation from one's own culture and tradition; greater influence of media and advertising; Learning becomes impoverished, school success is no longer taken as important by peers. Upbringing problems are rampant, parents / teachers can hardly influence their children / students anymore because they have lost their power over them. The parent-child relationship is broken; Increase in aggressive, bullying behavior and violence; Dying of the emotional life through the armoring with omnipresent "coolness"; premature hypersexuality among peers; increasing risk of drug use and crime. Leisure time activities (away from the screens) The decline in classic children's games in groups means that children have less and less freedom to try out and practice social roles and communicative strategies.31 Although kindergarten still offers space and time for this, school hardly offers any still, and soon there will be nothing left besides the school. To illustrate the change in childhood, I quote the striking comparison by Marie Winn: In the bulging pockets of the child of yore there were: pocket knives, some change, compass, marbles and maybe a piece of candy. The bags of the 29

See Shell Youth Study 2006. Leisure and Health. www.shell.de Dr. Gordon Neufeld and Dr. Gabor Maté: Our children need us! The Crucial Importance of Child-Parent Bonding. Bremen 2006. S. XI The American original of the book was published in 2004 under the title: “Hold On to Your Kids. Why Parents need to matter more than Peers ”31 see Peter Büchner, Anna Brake: Bildungsort Familie. Transmission of education and culture in the everyday life of multigenerational families. Wiesbaden 2006. p. 46f. 30th

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Today's offspring hold hash pipe, condoms, 20 euros and lots of tablets.32 A new addition to the mind-numbing consumption program is flat-rate (coma) drinking, which teenagers use to show their “courage” in front of the peer group, ie to throw up on them, or better still, to show that you are “ready” for the ambulance. The irresponsibility of adults is limitless! As already mentioned, leisure activities and consumption habits depend on the level of education and the culture of the family. The extracurricular activities of today's high school students concentrate on a class-specific lifestyle that is based on the financial framework of their parents and grandparents: shopping with friends, eating fast food, having fun with friends, doing fun sports, endless use of mobile phones, TV, i-Pod, fashion, traveling, getting your driver's license, driving the car through the area (racing), partying for no reason and until you vomit. In contrast to this, secondary school students are more limited to screens and drinks due to scarce resources. But young people from all walks of life have a common antipathy: learning is not popular. Anyone who works for the school is almost an outsider: According to a study by the University of Chemnitz, “22% of students know what it is like to be exposed to the nerdy stigma, one in four lives in the constant fear that it could too meet him. The fear of teasing goes so far that the students deliberately write lower grades. [...] “Nerd researcher” Klaus Boehnke sees the cause of the hostile atmosphere primarily in a grading system that is stingy with “good” and “very good” and that grades are often misused as an instrument of discipline and punishment. ”33 Even so In surveys by the Shell study, many young people state that they are socially active: “All in all, 33% of young people say“ often ”and a further 42% say“ occasionally ”for to be active for social or societal purposes in their free time. [...] Typical areas for activities are the clubs as well as the schools and universities. [...] Self-organized projects are a not unimportant field, especially for highly educated young people. However, areas such as the emergency services or the voluntary fire brigade, which often create access routes for socially relevant activities for young people from less privileged backgrounds, should not be underestimated. Classical political organizations, such as parties or trade unions, on the other hand, play a subordinate role in quantitative terms, as do citizens' initiatives or institutions such as Greenpeace, Amnesty International or other aid organizations. As before, it is primarily the social class that determines the level of activity. Young people from higher backgrounds or high school students and students have the highest rates. ”34

32

Marie Winn, quoted by Hans Joachim Bäck: Childhood in the age of consumption. O.O., 1984, p. 10. I made euros out of dollar money. 33 s. P.M. Questions and answers. Issue 6/2007. P. 63. 34 see Shell Youth Study 2006 / "Engagement"

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Physiological and psychological stress

Physical activity is neglected due to media consumption. In addition, an unhealthy diet and consumption of luxury foods pose a long-term threat to health, so it can be summarized that many live at the expense of their physiological future. “The Shell Youth Study 2006 shows impressively how [analogous to media behavior] also the health behavior varies according to the social class of the young people. Behaviors that are dangerous to health such as unhealthy diet (daily consumption of cola / lemonade: 46% in the lower class to 12% in the upper class), lack of physical activity (38% to 14%) and regular cigarette smoking (37% to 15%) are among adolescents from the lower class far more common than in the middle and upper social classes. ”35 The Federal Drug Commissioner complains that alcohol abuse is increasing again:“ The renewed swelling of drinking behavior among young people shows how necessary a broad consensus on cautious alcohol consumption is in society. After the alcopop tax law came into force, the proportion of young people between the ages of 12 and 17 with regular alcohol consumption (once a week) fell from 21 percent in 2004 to 19 percent in 2005, but now, at 22 percent, significantly more young people drink alcohol again ”36 Similarly Mental health is alarming. Julia Scharnhorst, Vice President of the Professional Association of German Psychologists (BDB), writes in her association journal: “The BDP [in March 2007] submitted its first report on the nation's mental health. [...] We have chosen the mental health of children and adolescents as the topic for our first report. [...] Before the press conference we were asked by journalists: "What is really new in your report?" The bad thing is: Nothing is absolutely new! That suicide is the second leading cause of death among teenagers is not new. It is nothing new that around 10 to 20% of all children are psychologically abnormal or in need of treatment. The fact that there are far too few school psychologists and child and adolescent psychotherapists is nothing new. The fact that there is a lack of prevention and school offers is nothing new. The fact that disturbed children often turn into disturbed adults is not new either. ”37 Unwelcome students Rainer Domisch, an education expert from Finland, summarized his impressions of German schools by comparing the different philosophies that the schools in Germany and Finland had underlie. He formulated the secret philosophy of German schools as follows: “You (students) are too many!” On the other hand, the philosophy in Finnish schools: 35

See Shell Youth Study 2006. Leisure and Health. www.shell.de see “News” on the homepage of Sabine Bätzing, the drug commissioner of the federal government at www.drogenbeauftragte.de 37 see report psychology. Issue 5/2007. P.205. 36

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“Everyone is needed!” 38 While teachers in German schools have to sort out difficult pupils, the problems of Finnish pupils are not a reason for excessive stress or non-pedagogical action. Finnish teachers can at any time send disruptive children from class to social workers or educators who are ready to find educational solutions with such children and their parents. Our teachers have to fight against teaching disruptions on their own, have no time to search for sustainable solutions; they are not to blame if they wish such students to be expelled in order to be able to teach properly. Our prevailing school system does not have adequate resources for students to hold up learning; E.g. a school psychologist is responsible for tens of thousands of students, so: practically not available. And in view of overcrowded classes, school policy is responsible for desperate teachers subconsciously sending the message: “You are too many!” The German method of early selection and exclusion is regularly criticized in international educational studies: PISA and the OECD have this in the done in the last few years, and the UN human rights inspector Vernor Munoz recently criticized the fact that Germany distributes educational opportunities too unevenly because the children of poor and educationally disadvantaged families are disadvantaged by the two-part or three-part system.39 “Only 23 out of 100 children, whose parents do not study, make the way to the universities. On the other hand, there are a proud 83 out of 100 academic children. This is what it says in the 18th social survey by the German Student Union. ”40 The looming debt due to the new tuition fees will prevent even more children from poorer parents from studying in the future:“ All studies show that financially Weaker groups shy away from taking out loans with unfavorable conditions. ”41 Even the revolutionary idea, President of the Munich Ifo Institute for Economic Research, Hans-Werner Sinn, comes to the conclusion:“ The tripartite school system, with which we are almost alone worldwide, fits no longer in the present day. It reflects the three-class society of the 19th century. ”42 But the ministers of the Kutu are at best willing to transform the three-part system into a two-part system. However, that doesn't make much difference. A two-tier system then leads us even deeper into the two-class society. "But those who are below are kept below So that those above, stay above And the lower lowly is without measure" Bertolt Brecht in "The holy Johanna der Schlachthöfe (1930)

38

Rainer Domisch: Lecture given at a conference in the Reinhardswaldschule near Kassel in 2003. 39 see e.g. Marianne Demler: Tabu broken. Injustice of the school system comes into the public interest In: Education and science. Issue 4/2007, page 18f. 40 see DIE ZEIT of June 21, 2007, p. 35: “Uni comes from being unfair. Academic children have an advantage. ”41 ibid. 42 see Education and Science, Issue 4/2007, p.19.

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The consequences: “I used to be able to read novels and novels in grade 10,” complains an older teacher. For younger teachers this sounds almost dreamlike-utopian, far removed from reality: “You don't need books”, shout the pupils when they are supposed to read something, “just wipe your ass!”, Optionally “also to burn”. Of the world literature, there is, by necessity, a book for young people that remains. The decline in reading and writing is striking. The disaster is reflected in PISA: “In Germany, more than every fifth 15-year-old does not get beyond the lowest skill levels, which means that they are functionally illiterate. You can read, but you cannot understand what you read. In other countries this only applies to one in twenty. The explanation: In many other countries children are better supported than in Germany. ”43 The drop in motivation and performance affects more or less all types of schools. And after finishing school, the process of illiteracy is unstoppable: four million adults in Germany who had learned to read and write are “functionally illiterate,” estimates the Federal Education Minister.44 Ten to fifteen percent of a year group do not have a vocational qualification. Most of them come from poorly educated families and expect a career from HARTZ. There can be no talk of equal opportunities in Germany. The previous countermeasures are characterized below under “technocracy” - at best they are improvements to the system; Schools and colleges are being cut down and scrapped until there is soon no more pedagogy left. This happens even though the classes could be reduced in size over the next few years if the number of pupils declines without costing more money. But the only thing education politicians promise is more savings: classes stay big, get bigger, and schools are closed forever. Even Thomas Kliche, who lectured in the “Report on the Psychological State of the Nation”, cannot avoid fundamentally criticizing our educational system: “The report shows: family and school burdens are increasing, school satisfaction is decreasing, the gap between health inequalities is increasing Rich and poor are growing. Politicians have learned nothing from PISA. The education systems of the countries successful in the PISA study work with support, with the integration of different levels of ability, with a school climate of encouragement, with the joy of discovery and independent learning, with space for creativity and personal experiences. What does German education policy do with it? Even more teaching material in less time, even more pressure to perform, sticking to the selection and devaluation of young people through their school and type of school (e.g.the lack of chances for many secondary school students), the splitting up and the illusory control through ever fuller plans. ”45 Conclusion: The competition between the federal states means competition for the fastest quality degradation for daycare centers and schools.

43

see interview with Jutta Allmendinger. In: FR of July 11, 2007. see Marburger Neue Zeitung from 9.9.06, page 2. 45 see report psychology. Issue 5/2007, p. 213. 44

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The foundation of values ​​and tolerance The talk of the new generation's alleged deterioration in values ​​is nothing but nonsense. Despite all the hardships, our young people are endowed with a solid set of values. I also quote the Shell Youth Study from 2006: “The value system of young people shows an overall positive and stable orientation. In both sexes, there is still a trend towards close social orientations such as friendship and family, accompanied by an increased striving for personal independence. [...] The secondary virtues, especially hard work and ambition, are still on the upswing of the young people's aspirations. The pursuit of a health-conscious life has also increased among adolescents since 2002. As with diligence and ambition, this trend is also favored by the female youth. [...] Male adolescents oppose this female awareness of values, which particularly emphasizes social ties and norms, with a competition-oriented concept of life. "46" 72% of adolescents are of the opinion that you need a family in order to live really happily can (2002: 70%). [...] At the same time, the number of young adults in Germany who forego the realization of children and families is growing. A desire to have children of one's own exists primarily for emotional reasons. However, unfavorable social conditions can prevent many young people from fulfilling their desire to have children. Young women in particular are confronted with various difficulties when starting a family, because training, professional integration and partnership with starting a family are compressed into a very short time window, the so-called "rush hour of life". “Young people are still a rather tolerant population group. If you ask how the young people would think if certain population groups moved into "the apartment next door", 46% do not express any reservations about the population groups we have specified and often stigmatized. [...] In this case, too, the influence of the level of education is again conspicuous: the higher the level of education, the lower the reservations about certain groups. " . In comparison to 46% in 2002, 58% of young people are in favor of accepting as few immigrants as possible in future in Germany. This more reserved position has meanwhile reached all shifts. ”47 4.2.2

Life from the perspective of youth

The Shell study generalizes the statements of many interviews in which young people have spoken about their view of life as follows: “The main concern [of young people] is their professional development, their chances of a secure job and thus a place in the Society. They counter this with high demands on themselves. They try to change the parameters that they can directly influence, the 46 47

see Shell Youth Study 2006 / "Stable Value Orientation" see Shell Youth Study / "Tolerance and Everyday Behavior"

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the most important thing is your own training. They react by adapting to the conditions and with a pronounced performance orientation. [...] What can be observed is a strong orientation towards the social resources in the immediate environment, a clinging to the peer group and the family. In view of the uncertain future prospects, the latter is evidently gaining in importance. The family conveys stability, continuity and emotional support. In addition, in economically difficult times, it is seen as a resource that helps to adapt to the conditions of the labor market through economic and social support. Social networks are not always chosen voluntarily; increased mobility requirements often reduce the circle of friends. On the other hand, the well-educated young people in particular expand their networks through diverse groups of friends, social engagement and sporting activities. The older generation plays an important and predominantly positive role in the close environment of the young people. [...] As positive as personal contacts between the generations are often, the clash of stereotypes is problematic. "The youth" - this is how the young people see it - are suing for respect, good behavior and diligence. For their part, the young people miss the respect of the elderly and, above all, tolerance. [...] On the other hand, many young people see the relatively good financial provision of pensioners as something that is due to them. As far as their own age is concerned, the young people expect drastically reduced pension payments compared to today. The state and politics are not expected to have any competence in finding solutions to this issue. Many have already dealt with the question of their own pension to an astonishing extent and assume that they will have to provide for their old age themselves. [...] So much is shared by worries about the future, modest wishes, striving for achievement, a sense of family and responsibility. Carefree and light-heartedness - according to the definition of young people "actually" characteristics of the youth phase - are hardly noticeable. ”48 4.2.3

Summary

Parents are often at odds and at a loss. They may love their children, but that is not enough for a child-friendly upbringing. Childhood is lost. 49 Children no longer play as they used to. They play role-playing games such as "father mother child" less and less and they also lack positive role models. The virtual worlds in which they reside contain an impoverished reality and are a poor substitute for classic children's games. In school, too, they learn little about the meaningfulness of life. What they learn from one another is ill-suited to making them mature. Despite all the obstacles, young people have developed a respectable system of values ​​that can be called humane and optimistic; many are volunteers. But of what use is values ​​if one has neither the wisdom to know the principles that produce them, nor the mental health to follow these principles

See Shell Youth Study / “Qualitative Results” I am referring to Postman's book “The Disappearance of Childhood”, which shows how our culture is increasingly abandoning childhood - childhood is to be understood here as the cultural characteristic that characterizes it is that the adults work together to protect the children as much as possible from things that would overwhelm them mentally or physically. 49

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to live? After all, compared to the past, more people should be able to reflect on themselves and behave in a spirit of partnership. But often they cannot meet their own or those of their partner's requirements. Thus, in spite of all love for the family, most are too neurotic to have relationships; political thinking takes a back seat because it is unclear how the valued values ​​can be realized in it. Mind you: Adults are responsible for children's problems! For children and adolescents, life is nowadays ambivalent: on the one hand, most of them are pampered - materially they are usually well looked after, and most of them receive the emotional security they need, have more opportunities and greater freedom than ever a generation before. But what are these freedoms worth if their parents show them far too seldom the orientation and boundaries that are prerequisites for growing up? However, globalization creates certain limits, because no one can get very far in working life with party knowledge and peer slogans - and neither can they be happy in partner relationships. As a result, life for young people, no matter how “lazy” they may sometimes “hang around”, is one single stress: How are they supposed to do everything? They are faced with a balancing act: on the one hand, the demands of schools and training centers; on the other hand, the pressure of the peer group to be cool and to swallow loads of alcohol and colored pills (which even adults sometimes give them). We adults should prevent them from realizing health risks or the demands of the labor market too late, failing the system or their own psyche and finally leaving with resignation or hatefulness. In view of the tendencies of the birth rate and inequality of opportunity in the education system, I venture a polemical prophecy: Without countermeasures we will have a polarized society of German Turks in 30 years with a mentally retarded main class that has just as much education as is necessary to play computer games and some knowledge -Elite who may try to stop the decline of the economy, human rights and culture (in that order). But people are not only passively at the mercy of technocracy, they are also actively involved, they are just as creative as they are adaptable. So we can hope that the new generations will also produce new politics. Who else would that be expected of?

4.3 The decline of democratic culture 4.3.1

Decline of the parties

If you look at the basic programs of the major parties, you can sink into awe (or fall asleep) .50 Rightly, it seems, the parties receive the blessing of the Basic Law, which sees them as organizations for democratic decision-making.51 But if you do If you look at the actual politics, you ask yourself: What do resolutions by parliaments and governments have in common with the basic programs of their parties? Even if one party governs alone, its real politics sometimes conflict not only with its own party program, but also with the current constitution (e.g.

50

This also seems to apply to the most recent revisions: see commentary by Thomas Kröter “Rest gently with Ronald!” In: FR of April 21, 2007 51 see Article 21 of the Basic Law:

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the introduction of tuition fees in Hessen shows52). A decades-long policy of short-sighted, lobby-influenced decisions, accompanied by daily reproaches, assignments of blame and lies has attracted more contempt than respect from the people and annoyed many to the point of boycott of the election. Why is that? Why are the programs and resolutions of parties mostly vague and practically insignificant for politics? Why have our parties become so colorless? Why has politics degenerated into the plaything of partial interests? How can all this be explained? 1. “Nothing said is praised enough” is a common attitude in our culture. That means: if something is said, it is criticism. If you want to make a name for yourself, the easiest way to do this is through opposition. To be against something, to know it better, that gives a speaker validity, but whoever joins another one appears pale and weak - no matter how well he explains it. Courageous, ingenious ideas are questioned, attacked, talked about, negated, and only when they have crumbled to dust do they become ready for a decision. 2. A party is for career making. The higher they rise, the more party functionaries belong to certain corporations than they represent the interests of their party. In addition, there is the million euro influence of the donation princes: every euro they invest in a party should pay off.53 “Investigations by investigators, research by reporters and field research by sociologists indicate that Germany is caught in the corruption trap no doubt ”, Leyendecker sums up the situation.54 Felt and corruption, as the sad example of Berlin shows, can ruin entire cities. 3. Party members seldom demand accountability. Their loyalty prevents them from speaking openly and critically to their leaders - as long as they are in power or there is a prospect of coming to power. No misstep, no scandal can break this loyalty, no matter how depressing the evidence against a politician - the party naturally stands behind him; unless there is a risk that the party will lose power. The goal of gaining or maintaining government power overrides programs and sometimes even moral concerns. Anyone who dares to attack their party leader is hardly taken seriously or ignored. In the best case, a party may have a coherent program, but as soon as its functionaries come to power, the game of “realpolitik” begins: negotiations with coalition partners, bending positions, accommodating, intriguing, 52

In the CDU basic program adopted in 1994, it is promised on page 24 that the universities should be expanded. The Hessian CDU has been cutting funding for universities for years. "The foundations of our education policy are the principle of equal opportunities and the humane performance principle," says the CDU program (p.22); and in the constitution of the state of Hesse it says: "In all public elementary, middle, higher and higher education, the tuition is free of charge." (Article 59). Regardless of these requirements, the CDU in Hesse enforces a semester fee of over 700 euros. 53 Between 2002 and 2006 "the CDU and CSU received around 11 million euros, the FDP 2.3 million and even the SPD almost 2 million." In return for this type of lobbying, the donors receive political concessions with regard to property tax, Corporate income tax, inheritance star, etc. (see Klaus-Dieter Leetz: The dance around the golden calf. In: HLZ 12/2006.) 54 see Leyendecker 2003, p. 11.

A way into the 22nd century? / 09.02.2008 / Please send your feedback to the author: [email protected]

Negotiations about the filling of political offices, personnel issues push factual issues into the background, further negotiations up to the allocation of offices according to the party membership, consideration of lobby interests, further contractions and compromises until power is consolidated and there is practically nothing left of the original decisions. The example of the protection of non-smokers shows how powerful the lobby is: For decades we have been alarmed by the findings of cancer research about passive smoking; And although the politicians know that a large majority of the people would welcome a consistent smoking ban in public spaces, they weigh it down, and when the public pressure becomes too great and the success of smoking bans abroad becomes obvious, they mess around and forge "compromises" because many politicians allow their common sense to be cremated by the tobacco lobby and eternal questioners of the restaurant association. Economic interests outweigh health. A similar farce is emerging with the demand for a ban on killer games. The FR reports: “Bavaria's Interior Minister Günther Beckstein (CSU) wants to protect young people better and ban killer games on computers and flat-rate drinking by young people in restaurants. [...] ’If you constantly exercise violence in a virtual world for several hours, the inhibition thresholds for your own willingness to use violence in the real world are reduced,’ said Beckstein. Last week, after an expert hearing, the Union and the SPD unanimously opposed a ban on brutal computer games. For increased protection of minors, better information for parents and further training for educators are better, they said. ”55 Here I ask about the values ​​that should apply to our society. On the one hand, there is the value of human life: if a killer game is even the decisive factor in turning a player into a rampage, we have to pay a high price - innocent people die because we don't want to ban these games. On the other hand, what is the value of these games remaining legal? Does it have any educational or cultural value? Does it give us freedom? Does it help people to self-actualize when they play killer? What is the entertainment value? Are there no harmless alternatives for this conversation? Or is it about the market value? Because if we ban the killer games, wouldn't we consequently also have to ban violent films on television? Wouldn't the broadcasters then lose audience ratings and with them their sources of income? - Ultimately, I think it's about the same thing as the protection of non-smokers: the economic value stands against the value of life and health. Choosing one or the other value is the big problem for most politicians. They are grateful for any excuse.In the case of games, they shift all responsibility onto parents and teachers - “better information” and “advanced training” are hollow formulas that will hardly make a difference in practice. As a teacher, can I prevent a student from becoming a killer? Ultimately, I can't. And as a father, I can forbid my children to consume killer games and killer films, but I have no power to prevent other parents from allowing their children to do the same, and if these killer children then become brutal and violent, so can my children count among their victims. 55

see FR of 2.5.2007.

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A way into the 22nd century? / 09.02.2008 / Please send your feedback to the author: [email protected]

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The same applies to our murderous alcohol culture: alcohol victims not only harm themselves, but also cause enormous follow-up costs through medical treatment (acute poisoning and chronic organ damage) and traffic accidents with fatalities. No host, no producer pays for it; our health insurances have to pay for everything56, although these accidents are not coincidences and these diseases are not fates. It seems that the CSU is the only party that still takes its own values ​​seriously. I never thought that I could sympathize with a CSU boss. For the electorate, the parties serve as trademarks so that they do not have to ponder who or what to vote for. How does someone who comes of age find out which party they want to vote for? Does he read through all party programs, attend party events and do he interview politicians? It would be nice. No, it is the “stable odor” of a party and its haze that attracts one and repulses the other. Certainly not a process of rational discussion. The ideas associated with certain parties are usually very superficial, e.g. the CDU is seen as good for the economy, the SPD for the welfare state, the GREENS for expensive gasoline, etc. In addition, there is the influence of election advertising: slogans, promises that rarely have anything to do with subsequent politics. In fact, the parties represented in the Bundestag differ only gradually, because all of them (with the exception of Die Linke) pursue neoliberal politics (more on this below). So is our party system conducive to democracy? Parties are the basis of a parliamentary democracy. Parties express the different interests of different social groups. In addition, they support our democracy in a very practical way: not only politicians come from the ranks of their members, but also the volunteers for election campaigns and also for holding elections. 4.3.2

Political frustration of the citizens

Political parties are less and less able to attract young people who want to become politically active: The number of members of the CDU shrank from 750,000 (1991) to less than 560,000 last year; the SPD lost even more: of 920,000 (1991) comrades only about 560,000 remained at the end of 2006; the members of the FDP dwindled by more than 40%; and the CSU has also been melting since the Stoiber crisis; the only party that gained in this period are the GRÜNEN.57 The Süddeutsche Zeitung of November 4, 2006 reports: “Surveys reveal: The Germans are dissatisfied, the people are leaving the popular parties, and more and more people consider engagement to be pointless anyway. [...] For months, however, these individual cases, which are worked out by Forsa, Infratest or the Wahlen research group, have been adding up to an overall picture, to trends. Percentage points, colored bars and pie graphics show what many feel: 56