ABSTRACT
This chapter discusses past and current approaches to school curriculum redesign and develops a framework for discussing current curriculum issues. In the first part, the development of the curriculum discussion in Germany is outlined and compared with the international curriculum discussion. In the second part, three exemplary approaches to curriculum design and redesign are presented and discussed: maintaining the structuring of school knowledge on the basis of traditional school subjects, enriching the structure of school subjects by focusing on fundamental problems of our epoch and, finally, replacing school subjects by organising school learning according to the practical life problems of students. In the third part, four fundamental, contradictory, and time-typical experiences are presented as frames of reference for further discussion on the redesign of the school curriculum: individualisation versus community; globalisation versus re-localisation; digitalisation versus authenticity; qualification – valued and devalued at the same time. In the last part, the current trend towards a post-factual age is outlined and the challenges and opportunities of school-based learning that are directed against this erosion of reality are pointed out.
