The case method utilized in business schools is also used in American law schools. It relies on the principle that the most effective way to learn American law is to scrutinize judicial opinions which have become the law.
Law school cases allow students to discern a legal rule, prompting students to test their knowledge in simulated situations. This sensitivity towards facts and reliance on previous judicial rulings is deeply imbedded in the legal system in the United States.
Many American children are encouraged at a young age to earn pocket money by selling a product or service. The lemonade stand is a metaphor for getting out there and selling something, whether it be used toys, books, or helping older people with their shopping. Sales is believed to be a skill which is always in demand regardless of the state of an economy.
State of research: the state of knowledge at a specific point in time, as found in scientific or academic literature, including all agreement and disagreement. The first step in the study of any subject is to understand the current state of research.
German universities have clear guidelines concerning term papers and the formal presentation of their results. Objectivity and precision (accuracy) are a must. Statements not supported by sources are considered invalid.
The focus of the presentation should always be on the subject matter. The discussion thereafter serves the purpose of delving deeper into that subject matter in an objective, impassionate, and academic way.
Distanz! – literally: distance. Personal pronouns (I, he, she, they, we) are avoided, in order to avoid “drifting into subjectivity.” Instead the passive form is expected. German professors watch very closely. Not following these guidelines leads to lower grades, or worse.
For Germans the past is present, relevant, of great importance. The past explains who we are, where we come from, how the present has become the way it is. For them the past is not history in the sense of gone, over, goodbye, irrelevant. History is present and future, a part of their identity.
Old buildings, with their stairwells and staircases, ceilings and facades, and many other kinds of cultural monuments are protected in Germany by Denkmalschutz – laws requiring their protection and preservation – even if they are in dire need of reburbishment or reconstruction.
Entire sections of German towns can be placed under Denkmalschutz. History is heritage. Heritage is identity. The battle for and against Stuttgart 21 – a modernization of Stuttgart‘s main train station – went on for several years and became the prominent issue in recent state-wide elections in Baden-Württemberg.
Outdoor museums in Germany show how people of past epochs lived and worked. Castles from the Middle Ages with their fascinating guided tours are popular daytrip destinations. In every German village, town and city one finds remnants of the past. Town gates, walls, even moats, and chapels are integrated seamlessly into the modern.
In elementary schools children learn Heimatkunde – history of their local region. The Heimatfilm – movies set in a specific region such as Bavaria or the Black Forest – remain a constant in the German media landscape, keeping alive regional customs and traditions. Many detective tv series are regionally based, one week in Hamburg in the north, the next in Leipzig in the East, the one thereafter in Cologne in the Rhineland.
For Germans, all new knowledge is based on previous knowledge. Before Germans accept new knowledge, they need to see how it flows from current knowledge.
Academic works in Germany, including Master‘s and Ph.D. level theses, almost always begin with a full account of relevant context information: definition of terms, lengthy description of topic, current status of research, methodology applied. The context can amount to as much as one-third of the length of the paper. Some universities expect that it exceed one-half.
Under the title “What American universities can learn from German universities,” Mark Roche, Professor of German studies at the University of Notre Dame, writes:
“Intellectual independence, knowledge as an end in itself, high regard for the humanities: the German university system could serve as a model for the United States in many ways.
What can the United States learn? First, student flexibility and independence, both characteristics of the German university tradition, are important principles of learning. Students learn more when they have to demonstrate independence and initiative.
Before the reform of European universities (the so-called Bologna Process), German students had the freedom to devote themselves to intellectual questions in an organic way, in a manner quite different from the student mentality at most American universities.
There (in American universities), students are given a lot of homework that does not encourage them to delve deeper into a topic for its own sake or to pursue further questions arising from their studies on their own initiative.
Thanks to their education in independence, the best German students proved to be highly motivated and responsible. Self-education requires freedom.”
Source: Frankfurter Allgemeine Zeitung, June 13, 2015.
It is getting more and more competitive to get into a prestigious university. One must be a straight A student with a high SAT score to even get into a prestigious public university, such as the University of Washington.
In 2012 the Seattle Times published an article which stated that the average GPA of incoming freshman at the University of Washington in fall 2011 was 3.75. This points out an interesting problem, which is the inflation of grades.
If students need to get better and better grades to get accepted to college, it will eventually devalue the GPA. Furthermore, it could create added stress for young students if they receive a grade that is not an A, such as an B or C. This type of grade inflation could influence the grading scale in a negative way.
A comment by a German with extensive experience at the university level in the U.S.: “I think the real issue here is not how grades are officially classified but that there is a much stronger tendency of grade inflation in the US.
Almost everyone gets an A, whereas a B already feels like a failure even though it’s officially considered “good”.
Germans – at least at university level – are much more likely to give a student a C and think that she/he did a good job. When professors give a B they think the student’s paper is great. A basically means a professor could have written this.
The New York Times online pubished an opinion piece by Mark Bauerlein, Professor of English Literature at Emory University in Atlanta, on May 9, 2015, entitled „What’s the Point of a Professor?“
In it Bauerlein – clearly an American of German descent – writes: „In 1960, only 15 percent of grades were in the A range, but now the rate is 43 percent, making A the most common grade by far.“
The auther further states that faculty members’ attitudes are kindly, too. In one national survey, 61 percent of students said that professors frequently treated them „like a colleague/peer,“ while only 8 percent heard frequent „negative feedback about their academic work.“
According to the survey more than half leave the graduation ceremony believing that they are „well prepared“ in speaking, writing, critical thinking and decision-making.“
„You can’t become a moral authority“, writes Bauerlein, „if you rarely challenge students in class and engage them beyond it. If we professors do not do that, the course is not an induction of eager minds into an enlarging vision. When it comes to students, we shall have only one authority: the grades we give. We become not a fearsome mind or a moral light, a role model or inspiration. We become accreditors.“