Commentary: We Should Learn from Experience – and Spare Schools From Constant Reforms in the Coming Years

The return to school brings with it renewed debates about the ideal educational system for children. However, the article contends that the reality of education has become mired in ideology, making it a testing ground for impractical theorists, overly litigious parents, and well-meaning but overwhelmed teachers. Children, in essence, are frequently subjected to experimental pedagogical ideas.

The long-term project of inclusive education, for instance, is described as "running aground," with even a majority of teachers now viewing the concept skeptically. The author questions the extensive investment of time and money into such initiatives, especially when cautionary voices were present from the outset.

Fortunately, a counter-movement appears to be gaining momentum in many schools, advocating for a return to fundamental educational principles. In the canton of Zug, for example, the SVP education director Stephan Schleiss is re-emphasizing standardized tests, academic performance, and the mastery of essential skills. This shift is attributed to legitimate complaints from the business sector regarding insufficient German and math proficiency, sobering PISA results, and increased pressure from conservative political parties.

If this trend leads schools to prioritize common sense and a more grounded approach over the abstract concepts of educational theorists, it will ultimately benefit children. However, the article expresses disappointment that such a return to sensible education requires significant political pressure, warning that a school system overly adaptable to shifting political majorities risks becoming a political football.