“Today’s Schoolchild is Tomorrow’s Citizen of Town and State”. Upheavals in school policy and Being Catholic in Rhineland-Palatinate in the late 1960s and early 1970s.

自19世纪世纪以来，教育、教学和学校一直是争论的焦点。这尤其涉及公立学校的民族纽带问题。20世纪60年代中期，德国在全国范围内发起了教育制度改革，在天主教人口占主导地位的联邦州引起了不确定性和争议。由于社会和教会的动态变化，民族学校的结束不仅是教育系统的变化，同时也是对天主教环境的主要支柱之一的威胁。国家和教会的负责人被要求寻找可持续的妥协。该项目旨在分析这一政治和zivilgesellschaftlich非常重要的进程的转变是天主教徒集中在莱茵兰-腭骨的的例子。在这样做的时候，不应该从方案学校和教育政策的角度来研究1970年在全国范围内引入的基督共同学校。事实上，在学校政治中担任有影响力的职位的男女，以及天主教教师和家长，如何开始重新解释传统社会制度中特别强烈的感知转变，以及天主教生活文化的变化，是主要的兴趣。与此同时，被识别的群体将改变落实到他们的精神状态中的方式也将被解构。关注的焦点是上层（Kultusminister Vogel、Katholisches Büro Mainz）和底层（工会、家长和教师协会、牧师和教区）的支持者和反对者的学校政治话语及其在媒体上的反响。该项目追求的假设是，在莱茵兰-腭骨的，有可能报复性地缓和学校和教育现代化所产生的冲突，并在很大程度上改变对天主教徒的理解。在这方面，国家支持天主教会建立天主教学校（所谓的免费维护）的事实具有相当重要的意义。只有在考虑到北莱茵-威斯特伐利亚的发展的后续项目中进行的比较，才能揭示莱茵兰-腭骨的变化是否可以被视为典范，以及在何种程度上可以。

Education and teaching and school are central aspects of controversial debates since the 19th century. This especially concerns the question of denominational bonds of public schools. Reforms in the educational system, which have been offensively launched throughout Germany in the mid-1960s, caused uncertainty and controversy in federal states with a predominantly Catholic population. Due to dynamic changes in society and church, the end of the denominational school was not just a change of the educational system, but simultaneously a threat to one of the major pillars of the Catholic Milieu. The responsible people of state and church were required to look for sustainable compromises.The project aims to analyse this politically and zivilgesellschaftlich highly significant process of the transformation of Being Catholic focusing on the example of Rhineland-Palatinate. In doing so, the countrywide introduction of the Christliche Gemeinschaftsschule in 1970 should not be investigated in terms of programmatic school and education policy. In fact, the question of how men and women holding influential positions in school politics, yet also catholic teachers and parents, started to reinterpret the particularly as strong perceived shift in traditional social systems, as well as the changes of the catholic culture of life, is of principal interest. Alongside, the way the identified groups implemented the changes into their state of mind is to be deconstructed. The interest is focused on the school-political discourse of proponents and opponents at the top (Kultusminister Vogel, Katholisches Büro Mainz), as well as at the barns (trade unions, parental and teacher’s associations, priests and parishes) and their echo in the media. The project pursues the hypothesis that in Rhineland-Palatinate it was possible to retributively moderate the conflicts which arose from the modernisation of school and education and lead to a change in the understanding of Being Catholic to a large extent. The fact that the state supported the Catholic Church in establishing catholic schools (in so called free maintenance) bears considerable importance in this context. Only a comparison, which is to be carried out in a follow-up project considering the developments in North Rhine-Westphalia, is expected to reveal whether the changes in Rhineland-Palatinate can be regarded as paradigmatic and in case they can to what extent.