GERMAN SEMINAR: CHARACTERISTICS, STRUCTURE AND METHODOLOGY - CULTURE VOCABULARY - 2025

A German seminar, also known as a research seminar, is an academic activity that appeared at the University of Göttingen in the late 18th century. Their objectives are focused on improving teaching. When they began to be used in Germany, its ideologues wanted it to replace the classic professorial chair.

In a way, they wanted to prove that teaching and research could complement each other without problems. Ultimately, it is not about receiving science, but about doing it. Its purpose is to promote active learning and those who participate in the activity have to search for themselves the appropriate information on the subject to be discussed.

Likewise, given the way it works, there is collaboration between the students who carry out the seminar, favoring learning. The German seminar has a clear structure in which each participant fulfills a different role.

In this regard, it is important to note that even the audience present has an active role during development.

characteristics

Since members of the University of Göttingen created this system, the main question was to change the teaching dynamics: from the traditional master class, with the teacher explaining and the students listening, to another with the participation of all participants.

This is embodied in the entire method of the German seminar and permeates the basic characteristics of its operation.

Active participation

In this type of system, teachers and students have an active participation. This does not mean that the functions of each one are not maintained, but that it changes the way the classes are executed.

The teacher is in charge of directing and guiding the work, but supporting the participatory work of the students. For their part, they have to investigate the proposed topics on their own, with the teacher's advice but taking the initiative.

Mutual collaboration

One of the keys in the German seminar is collaboration. The work is not individual, but rather team-based.

Collaboration must be, on the one hand, critical. Reality is what leads to knowledge, so the different arguments have to be assessed in their proper measure. This does not mean that there is not a certain benevolence in opinions; the ideal thing is to highlight the positive parts of each investigation.

On the other hand, it must also be a continuous collaboration. It is not that it is offered at specific times, but it has to cover the entire investigation process.

Finally, the teacher, despite his leadership role, must try to place himself on the level of the students. Your obligation is to listen to them, understand their ideas and support their actions. Likewise, he is in charge of mediating if problems arise between students.

Dialogue as a method

Faced with the monologue of traditional teaching, in the German seminary the important thing is dialogue. In its operation, the opposition of ideas must prevail, with continuous arguments and counter-arguments.

Different functions

This system is also characterized by the multiplicity of functions. It is not only a way of learning, but it pays attention to other objectives.

The first is to help the knowledge acquired and the forms of behavior learned during the seminar to be applied to other areas of the student's life. This is connected with the intention of collaborating with the personal development of the student, focused on the exercise of scientific activity.

In the same way, it must help students learn to handle different sources of information. They have to learn to approach these in a rational, critical and effective way.

Structure

When preparing a seminar of this type, a basic structure must be respected. Each member has a specific role and assigned functions.

Moderator

The role of the moderator is to introduce the chosen topic to the audience and to the group that is going to present it. It is also responsible for the distribution of time, controlling the interventions so that they do not become too long. Lastly, he is responsible for maintaining discipline.

Rapporteur

The rapporteur in charge of representing the group and presenting the results that have been reached during the research process of the proposed topic. He must also make an effort so that what is exposed reaches the audience clearly and precisely.

Corelators

Once the rapporteur has concluded his intervention, the choreographers have the function of delving into the above. Having worked together when investigating, they must manage to maintain internal coherence in the story.

Secretary

Although it may seem that you play a minor role in the structure of the seminar, your task is important in the final result. During the interventions, you should take note of what was spoken, both by the group and by the audience. In the end, you have to make a summary of everything that happened.

Audience

One of the most interesting aspects of this type of system is the active role of the audience. Not only do they listen and take notes, but they can also intervene to request clarification or contribute their own knowledge on the subject.

Audience members should have done a brief research on what is going to be exhibited.

Methodology

Topic

The first thing is, obviously, to select the topic to research and form the groups. In general, it is the teacher who is going to choose the subject to be discussed, although they can dialogue with the students when distributing them among the groups.

It is convenient that there are common interests among the members of each team. These, with the teacher's guidance, have to choose the rapporteur, who must be able to communicate.

Investigation

Each group should conduct its own investigation. It is the students who have to take the initiative, although they may receive suggestions in meetings with the teacher.

Once this stage is finished, it is convenient to organize the ideas and prepare them so that the presentation is clear for the audience.

Presentation or rapporteur

The rapporteur presents the results of the investigation in a critical way, and not simply academic. In the same way, it is essential that you provide the relevant arguments to reason the results that have been reached.

Correlator

At the end of the speaker, it is time for the rest of the team to deepen their presentation. Between their contribution and the original of the rapporteur, they should end with a recapitulation of the above and an explanation of the work carried out.

Discussion

The audience participates in this part. It is possibly the essence of the German seminary. The doubts that have arisen are presented, the performance is evaluated and it is concluded with a final evaluation of the research carried out.

Protocol

The secretary must write the final report on the session. Each seminar can decide the structure of said memory, but it must be a faithful summary of what happened.

References

1. University of Valencia. The Investigative Seminar. Recovered from uv.es
2. González Arango, Omar. Seminar: administrative foundation. Obtained from aprendeenlinea.udea.edu.co
3. Educaton Colombia. How to teach with the Research Seminary or German Seminary? Obtained from educatoncolombia.com.co
4. Williams, Sean M. Exporting the German Seminar: A Polemic. Recovered from seanmwilliams.com
5. The Harvard Crimson. Seminar vs. Lectures. Retrieved from thecrimson.com
6. Collier, Irwin. The Seminary Method. Retrieved from irwincollier.com
7. Wikipedia. Seminar. Retrieved from en.wikipedia.org