Danisch v. MDR: Clash of the Titans

MDR (right) has the full power of broadcasting behind it (see tower). Danisch, on the left, is armed only with time, a fast Internet connection, and a ZFG attitude.

One of the most amusing and distinctive voices on the German blogging scene is Hadmut Danisch. He studied computer science for years but didn't get a doctorate. He is convinced that this was because of a conspiracy against him. He has documented this conspiracy in a book called Adele and the Bat (Adele und die Fledermaus) (g) which you can download from his website.

The book is 797 pages long.

That should probably give you an idea of the fanatical dedication Danisch brings to his projects. Danisch also doesn't like gender ideology, mass immigration, university bureaucracy, and a few other things, and has written copiously about them.

Now, I've never met Danisch and I don't read his blog regularly. I do check in once in a while, and am never disappointed. You could call Danisch a bit of a crank because of his obsessive tendencies. But he's a highly intelligent, dedicated crank, and unlike most cranks has a sense of humor.

Which makes his latest feud, with the German MDR public broadcasting agency, so fun to read. The background, in a nutshell: The right-wing AfD political party hosted an event at the University of Magdeburg. Students there decide to try to prevent this exercise of freedom of expression by blocking the entrance to the lecture hall, interrupting the presentation and even hurling fireworks. The protest degenerated into a fistfight (g). The AfD speakers had to be escorted from the room under police protection, which they termed a complete success for their cause, as it surely was. As we can see, the odious trend of no-platforming has reached Germany.

Danisch used large excerpts of several MDR articles to comment on these events, and shortly thereafter received a warning letter from a lawyer claiming to represent MDR and the author of one of the pieces. The letter accused Danisch of all manner of sins, including using copyrighted material without permission and painting a false picture of MDR's reporting of these events. The letter demanded that he sign and return a cease and desist agreement within days.

This sort of thing is depressingly typical in Germany, especially against bloggers who have no powerful institutional backing. German law provides outstanding protections for freedom of speech on paper, but in reality there are all sorts of doctrines, from the law of insult to an over-broad interpretation of intellectual property, which can be used to intimidate critics whose statements are well within the bounds of freedom of speech. Many bloggers, confronted with a long letter from a lawyer citing dozens of statutes and legal decisions and threatening € 250,000 fine, will sheepishly delete the blog entry and sign the cease-and-desist order.

As you might have guessed, Danisch is not that kind of blogger. Instead, he puts on his lawyer hat (g) and mounts a thorough critique of the warning letter, invoking everything from legal precedents on the fairness of short deadlines to the amenability of the plaintiff to service to the lawyers' ethical creed to the latest interpretations of copyright and free speech laws. There's even a long and instructive disquisition on whether someone who gets a warning letter from a lawyer is allowed to post it online. His overall point is that the MDR and its reporters have zero legal grounds to object to his free-speech commentary, and that their lawyer is simply trying to intimidate and confuse a critic with bogus legal arguments: "They wanted to neutralize (kaltstellen) me."

I'm not going to tell you to read the whole thing, because it goes on for a loooooong while, and even I haven't had the time to read it all. But even a brief overview leaves you with the impression that MDR really screwed with the wrong guy here. I'll be waiting for the next stage in what promises to be an epic battle.

That '70s Feeling: Jörg Immendorff's Revolutionary Struggle

MAO -- Materialien zur Analyse von Opposition (Materials for Analysis of the Opposition) is an online archive (g) of documents from the heyday of German Maoism. It collects flyers, magazines, manifestos, artwork, banners and other ephemera from the early- to mid-1970s, when some factions on the German left became enthusiastic adherents of Chairman Mao thought. The website is a bit hard to navigate, but you can tell it's a labor of love and probably dates from the 1990s, so gratitude is in order.

I stumbled on an interesting document, a review of a book by Jörg Immendorff. First, a bit of background. Immendorff was a Düsseldorf-based artist famous enough to have an English Wikipedia entry. He was a fixture of the Düsseldorf culture scene and a teacher at the Kunstakademie until his death from ALS in 2008. More on him later.

The book the Maoists review is entitled (my trans.): 'Here and Now: Do What Must Be Done. Jörg Immendorf. Materials for a Discussion: Art in Political Struggle. Whose Side Are You On, Culture-Creator?' Despite this engaging title, the book doesn't seem to have sold many copies and is now rare. This is the cover (from this antiquarian website (g) where you can buy the book for €120):  


I'm sure this painting is by Immendorff himself. It isn't Hockney/Currin-esque ironically self-aware textureless or 'bad' painting. It's just clumsy. This is what most Immendorffs look like. If you're getting the idea that I don't dig him, you're right-on, man. I've always found his stuff unconvincing: either crowded and ugly, or flat and cliched.

But what about his political views? Like so many German lefty/culture types, Immendorff jumped onto the bandwagon of Maoism in the early 1970s. This book is obviously from that period.

A review of the book and the associated exhibition can be found in this 1973 agitprop flyer (g) from the Revolutionary Artists' Group, found on the archive website. Let me apologize in advance for the layout of this page from a self-proclaimed 'Artists' group'. Clearly, these Revolutionary Artists are mostly untrained, given what's on display in most of the pamphlet. Yet no matter how limited your means are, there's no excuse for pages clogged with unreadable clots of text like the one below. Apparently columns are tools of the bourgeoisie.

But let's forge ahead anyway. The handwritten title reads: "Progress at the anti-imperialist Culture Front!" and begins: "A book has just appeared from Comrade Jörg Immendorff, who is active in the Group of Revolutionary Artists -- Ruhr Struggle." 


The review, misspelling Immendorff's name, reports breathlessly that he has decided 'to consciously place his artistic activity in the service of the people and the revolutionary proletariat'.

The article then reports on the exhibition accompanying the book, which was held in the Westphalian Artist's League in Münster. Both the exhibition and the book, the review states, 'show the attitude of a partisan artist who has developed away from bourgeois philistinism towards cultural creation marked by class struggle. Both (the exhibition and the book) are a declaration of war on the brainless bourgeois avant-garde...which have learned nothing from the anti-imperialist movement of 1968.'

During the entire exhibition, young members of the 'anti-imperialist league' staffed a book-table with 'revolutionary writings' inside the museum.

The exhibition also featured a roundtable discussion with members of the Communist Students' Association, the Anti-Imperialist League, the Group of Revolutionary Artists, and Immendorff. Immendorff admitted his works were not yet fully 'revolutionary', given their incompleteness and flaws, and thus that he sought 'discussion and critique' from the audience.

One critique focused on Immendorff's portraits of 'Marx, Engels, Lenin, Stalin, and Mao Tse-Tung', which were based on the works of Chinese 'people's artists'. One cannot simply import the stylistic devices of the Chinese revolutionary artists' Social Realism into German conditions, because the international class struggle is always defined by the particular historical, social, etc. etc. -- you get the picture. 

Immendorff's later history is well-known to all Germans. He continued producing masterpieces of socialist-realist artwork in the service of the international proletariat, donating every penny of profit to Third World liberation movements. He lived in a humble apartment in the working-class section of Düsseldorf, volunteering much of his time teaching painting to Turkish immigrant children. Even those who disagreed with his political views couldn't help admiring the depth of his commitment to social justice.

Oh wait, wrong Immendorff. While no doubt continuing to mouth the occasional revolutionary slogan, he went on to amass a fortune of between 15 and 18 million Euros (g) at the time of his death. He described his own philosophy of life as 'selfishness'. Late in life, he married a Romanian ingenue 30 years his junior (former student) and rechristened her Oda (after a Germanic god), last name Jaune. The French word for yellow, Immendorff's favorite color. Not hers.

But that didn't stop Immendorff from regularly renting luxury hotel rooms, to which he would invite groups of up to 15 prostitutes. There, he held hours-long cocaine orgies with them costing sums in the five-figure range. He was caught white-handed during one of these, so to speak, and eventually sentenced to 11 months' probation. At the time of this coke and champagne orgy, his wife Oda was in an advanced state of pregnancy. As a result of the prosecution, Immendorff nearly lost his comfortable civil-servant position as a teacher at the Düsseldorf art academy -- run by the state he no doubt routinely claimed to despise.

Just before he died, he changed his will to try to bestow upon the long-suffering Oda his entire fortune. This came as rather a disappointment to Immendorff's illegitimate son Jean-Louis, born in 1999. Immendorf ignored the letters and pictures his son sent him during his life, and took no interest in him. Fortunately, German law guaranteed the son an 1/8 of Immendorff's inheritance, no matter what Immendorff tried to arrange.

And that, ladies and gentlemen, is yet another object lesson in why nobody should pay the slightest attention to the political opinions artists claim to have.

Especially, it must be said, German ones.

Only 14% of Ethnic Turkish Germans Get an Abitur

One gauge of how Germany might succeed or fail with the current influx of migrants is to look at the other large cohort of Near East Muslims who live in Germany: Turks. There are 2.2 million German residents of Turkish descent.

According to the latest analysis (g), only 14% of Germans of Turkish descent get an Abitur, the formal high school degree that is the most common gateway to a college education. The average for all Germans is 28.5%, the average for all 'persons with a migration background', i.e. non-ethnic Germans, is 30%. That number includes sub-groups who get an Abitur at extremely high rates, such as Spaniards (43%), Ukrainians (51%), French (62.4%) and Bulgarians (45.9%). 1/3 of Syrians and Afghans currently in Germany got an Abitur, but most of them arrived under very different circumstances than the ones coming now.

Many Turks have succeeded in Germany, an Abitur isn't the only way to success, etc., etc. But still, an Abitur is by far the most common way to gain a solid education and a stable middle-class existence. The fact that 3rd- or 4th-generation Turkish-Germans who have been born and raised here are dead last in the rankings, and that 86% of them don't get an Abitur, is not good news.

Perhaps instead of spending billions of euros to educate hundreds of thousands of new immigrants, it might be a wiser option to spend money improving the educational performance of 2.2 million citizens who are already here and struggling?

Study-Abroad Programs Make Americans Prouder to be Americans

Calvert Jones, a professor of political science, tested American students who went to study abroad and compared them to similar students who hadn't. The results were interesting:

First, I tested the core liberal hypothesis that cross-border contact promotes a sense of shared international community, or what political scientist Karl Deutsch called a “we-feeling” across cultural divides. Theorists define this in terms of warmth, shared understandings and values, and trust. Surprisingly, the hypothesis was not supported: None of the indicators for international community was higher on average for students returning from study abroad than for those yet to travel. In fact, those who had just returned from a semester abroad felt they had significantly fewer values in common and were more likely to say their understandings of key concepts were different from the people of their host country. None of this was sensitive to potential moderators like whether or not students opted to live with a host family. Given the intuitive plausibility of the liberal hypothesis, these results are striking.


How about threat perceptions? I asked students to rate how threatening they would consider their study abroad host country if it were to surpass the United States in terms of material power, such as economic growth or military expansion. In theory, cross-border contact should mitigate perceptions of foreign threat and foster expectations of peaceful change and cooperation, despite uncertainty and shifts in the distribution of power. And indeed, given identical scenarios, those just returned from a semester abroad rated their host countries as less threatening than did students about to leave. So the liberal hypothesis that cross-border contact mitigates threat perceptions was supported, even though the hypothesis that it fosters “community” was not.

Finally, I tested a variant on the “clash of civilizations” hypothesis—that cross-border contact, rather than encouraging a sense of shared international community, promotes nationalism. Perhaps troubling for some, the results strongly supported that hypothesis.


Students returning from their study abroad experience were considerably prouder of America along a range of dimensions, including its literature, achievements in the arts, armed forces, athletic accomplishments and political influence. They were also prouder to be American, warmer toward American culture and more patriotic. Importantly, however, they did not display a heightened belief in America’s superiority; there was no difference in that attitude across the two groups. So while cross-border contact heightened nationalism, it did not appear to promote a virulent or chauvinistic form of it.

...We are used to thinking about nationalism and internationalism as mutually exclusive; people who are highly nationalistic are often assumed to lack the cosmopolitan mindset of a “global citizen.” Yet study abroad returnees were both more nationalistic and less prone to seeing other nations as threatening. Rather than fostering a sense of shared international community and warm realizations of “we are the same,” cross-border contact may instead encourage a form of “enlightened nationalism”—a sharper sense of national difference, and pride in that difference, tempered by tolerance and the realization that such differences need not be threatening.

It would be tempting to consider this another data point supporting the well-understood finding that close contact with foreign cultures reduces feelings of trust and empathy. Nothing new about that. That's why people generally prefer to live among people similar to themselves.

But not so fast. I think there's a huge limitation to this study: the fact that it was conducted among American college students. First, let's not beat around the bush: Americans know much less about the rest of the world than people in other developed countries, and are a lot less likely to speak a foreign language fluently. So they are generally ill-equipped to hit the ground running in a foreign country.

Americans are also on average the richest people on earth, and American college students come overwhelmingly from the upper-middle class. The contrast in standard of living between American and even UK college students is large. The gap between what an American expects from a university experience and what is on offer in France, Spain, or Germany is gigantic. Shabby, ancient buildings; no legion of mid-level bureaucrats to find you a place to live or guide you around campus or help you find a job; scummy student digs; overcrowded and often dull or inaudible lectures; rampant absenteeism and cheating. Having no standard of comparison, most American students going to an ordinary Spanish university will feel like they have been dropped into the third world.

I wonder if anyone's ever done a study like this among European Erasmus exchange students. I'd be willing to bet the ones who can actually remember their experience after all that partying probably had a very different reaction.

Daily Rant: The Horrible Problems of German Universities

Dr. James Thompson, who runs a fine blog on cognitive ability and psychological measurement, sent a questionnaire out to various professors asking them to comment on the teaching environment at their universities. He got this response from the (psuedonymous) Prof. Dr. Schweinsteiger, from an unnamed German university. I haven't seen all of the problems he describes, but that is probably because I'm teaching law, which is a world of its own. Anyway, here is Schweini's rant, almost in full:

Even though in Germany education policy is determined by the federal state, Leberwurst University is a fairly typical German university, and its educational policies and standards are similar to most of the many other German universities that I know.

Before I go into the horrors of Leberwurst education standards, first a bit of background, so the reader knows “where I’m coming from”. In my admittedly layman’s view (I am not an expert on education), the central aim of education is that students acquire certain skills and or knowledge which they did not possess before. In order to achieve this goal, two things need to happen. First, students go to an institution (for instance, a university) where they engage in intensive interactions with qualified experts who will teach them the required new skills and knowledge. Also, in order to facilitate the learning process, the students also do home assignments etc., supervised by the teacher. Secondly, in order to ensure that the students actually have acquired the desired skills and knowledge after the educational experience, the students are tested, for instance by taking verbal or written exams, doing home assignments, writing essays, etc. These tests enable the institution to establish the degree to which the student has become skilled and knowledgeable, usually with the help of a ‘grading system’ that quantifies the level of expertise that the student has reached. Testing students serves the purposes of quality control, both at the student level (universities, and presumably, the students themselves, want to know how competent a particular student has become) and at the university level (universities want to know how effective they are at educating students).

You may perhaps be yawning already, but trite as this all may sound, the German higher education policy does not share these assumptions at all. Generally, the aim is not to change students into more competent and knowledgeable people, but rather to give as many members of the population as possible a certified university education. The difference between educating people and giving people a certificate of education is comparable to the difference between a country increasing its GDP on the one hand, and simply printing more money on the other. This rather odd goal is motivated by the noble political ideology of Chancengleichheit (“equal opportunity”), which is also why our students have to pay nothing at all (as in: zero Euros) for the privilege of receiving a university education. At the end of this essay I will explain why and how the German education policy nevertheless manages to severely obstruct equal opportunity.

In Leberwurst University, the simple education strategy outlined above completely and utterly fails, for the following reasons.

First, it is forbidden for teachers to require their students to be present. I do not mean “mentally present” here; I mean, “physically present at the location where the education actually takes place”, e.g., a classroom or a lecture hall. It is forbidden to record the absence or presence of the students, and it is most certainly forbidden to use presence or absence of students as a criterion for grading, or for deciding who ‘passes’ or ‘fails’. This is not only the policy of the management of Leberwurst University (although it is) but it is also official federal state policy. We even got an official letter from the Federal Ministry of Education that told us that we are not allowed to require students’ presence, as this would violate educational law in that it would restrict the students’ Studierfreiheit (“freedom of study”) and even more serious, it would violate constitutional law because it would restrict the students’Handlungsfreiheit (“freedom of action”). So if we as teachers require students to be educated at a certain location, we are illegally restricting them in their personal freedom. The consequences of this policy are disastrous. First of all, a very large percentage of students actually hardly ever show up in their seminars. Usually they drop by once or twice to get a bit of a taste of what’s going on, and that’s about it. For large lectures this is not much of a problem, because if students really believe they can pass the exam without the lectures, that’s their problem (more on this later). But for small and intensive seminars, where texts are discussed, techniques demonstrated, exercises explained and discussed, etc. etc., it is simply not possible to engage in meaningful educational interactions if the majority of the participants in this interaction is physically not present. Also, the few students that do show up occasionally are usually different ones every week, so it is not possible to build on material that has been covered before, forcing the teachers to make little stand-alone sessions without any cumulative coherence whatsoever. Another interesting consequence is that students sometimes enlist in two or three simultaneous courses, reasoning that if they don’t need to be present, they might just as well be absent at three courses at the same time. Finally, student evaluations of teachers become irrelevant and even absurd, if the students filling in forms about what they thought of the quality of the teaching have never even showed up at the actual teaching.

Now some may argue: why not just do a tough exam at the end of the course, and then the students who weren’t there will simply fail. Fail they will, but there are three reasons why this strategy does not work. First, a large majority of courses do not require a grade. For instance, in the BA program I teach, students will have to complete 25 courses (i.e., seminars, lectures etc.). Of these 25 courses, only four require a grade. The other courses require instead something called aktive Teilnahme (AT), “active participation” which is a very Orwellian name because it neither involves activity nor participation. To get AT, the students have to do something at least vaguely related to the content of the course, usually give a short talk about one of the articles they read, or hand in a summary or protocol. But the thing is: we are not allowed to judge (grade) the quality of the work that is handed in; we are only allowed to assess whether they have done it. The important legal criterion here is whether they have “put in some effort” (which the students can always claim to have done, and we can never disprove it). So if their requirements for AT in Wurstology 101 are “hand in an essay about the contemporary pricing policy of German wurst” and the student hands in a text saying only “I never eat wurst because I’m a vegetarian, so I have no idea”, they have formally complied with the request. And then there is literally nothing the teacher can do to stop this student from getting the AT certificate. Even if the student has otherwise never even been present at the course at all, doesn’t even know the name of the teacher, and everyone knows that the student’s knowledge of Wurstology is absolutely zero.

Second, even for those courses where grading is still allowed, you just can’t get away with failing 95 out of a 100 students. The management will sternly tell you that either your standards are too high, or you are a bad teacher, or both. And if you then tell the management: “no, but they just don’t show up when I teach”, the common reply by the management is “well, then your courses are apparently not attractive and student-friendly enough”. Also, failing students often results in legal procedures initiated by the students (which they very often win) and in any case in having more students to deal with in the next semester, because at Leberwurst, students can repeat courses indefinitely, as often as they like. So there are many strong incentives for teachers to give up their academic standards and just pass everyone at some point in time. The management’s pressure to pass students is to a large degree caused by pressure from the federal state government to lower the quota of students who fail to get a degree, so failing 95% of the students, no matter how justified, will lead to all kinds of (usually financial) negative consequences for the university and the faculty.

Which brings us to the next point: grade inflation. The German grade system is numerical with 1 meaning “excellent”, 2 “good”, 3 “satisfactory” and 4 “sufficient”. But giving someone a 2 or worse often results in either suicidal or legal behavior by the students, so the actual realistic margins are between 1 and 2. Even then, students getting a 1.7 often angrily demand an explanation why they didn’t get a 1.0. So when some funding organization once asked us to give them the list of the 5% best students on the basis of grades, we could not comply, because if a massive majority has an average of 1.0, the best 5% are simply not definable. So we were then asked to “intuitively” identify the best 5% of our students, which we can do, of course, but it obviously defeats the purpose of using a grading system. Even more absurd is the grading system of PhD theses. In our neighboring country The Netherlands for instance, the qualification “Cum Laude” is rather rare and indicates an exceptional performance of the PhD candidate. In Germany, the same qualification “Cum Laude” actually means: “dear candidate, please take your thesis and please discretely take the back exit and never show yourself at this university again, because we are extremely disappointed in your thesis”. We now have “Magna Cum Laude” and the highest, “Summa Cum Laude” for the acceptable and the good thesis respectively. At least, that was the case 15 years ago. Now the Summa is becoming the new norm, and it is seen as an “affront” to give someone anything lower than Summa. Interestingly, many German applicants who only have the default “Cum Laude” are undeservedly seen as geniuses in other countries, where this inflation has not taken place.

It is also not allowed at Leberwurst to require students to have successfully completed course A before one can follow some course B. So we cannot require any foreknowledge for any of our courses, except for the first year in which a few elementary courses have to be completed. This makes it very hard, if not impossible, to go deeper into complicated topics, because there are always some students lacking the necessary background, slowing the entire educational process down to a near-halt.

Generally, the students are very powerful at Leberwurst, and most of them are interesting in doing as little as possible while still getting their certificate as fast as possible. Professors are perceived as authoritarian relics from the past whose only elitist goal is to prevent students from getting the degree they deserve as a birthright. Students are fundamentally against any form of testing for which they can fail, and often have the political power to get to a large degree what they want, because the German educators are very reluctant to compare students and judge them qualitatively. The very idea that there are better students and worse students is strongly discouraged in our current educational ideology.

A good illustration of the mentality of the German student at Leberwurst is the following anecdote. A teacher was very annoyed by the fact that her students didn’t read the texts they were supposed to read. So she said: OK, you know what? Go home, read the text, and we’ll discuss the text next week. Instead of feeling ashamed about not having read the text, the students immediately went to the Dean to complain that the teacher was not fulfilling her legally required 9 hours of teaching per week.

The consequences of this type of educational environment are catastrophic. Leberwurst University is getting a very bad name in German industry (as are German universities generally), the students that leave Leberwurst with a certificate have hardly learned anything, and have acquired a very bad working mentality in the process.

Another thing that we can learn from this German educational “experiment” is that education is a contract between teacher and student. If one of these parties does not fulfill their side of the bargain, no education is taking place. Even the best teacher in the world cannot teach students anything if do not show up and invest some effort. Not only is this student-teacher dynamic very detrimental for the students’ acquisition of knowledge and skills, another not unimportant effect is that it really kills any residual didactical motivation in the teachers. And staying motivated is hard enough already for German professors with their legally minimal teaching load of nine hours per week.

As a final remark, the German educational policy seems to be a classic example of the road to hell being paved with good intentions. If everyone can get high grades and a certificate without any form of talent and/or hard work, a smart person from a poor socio-economic background cannot distinguish her or himself from a not-so-smart person from a rich family. So by giving everybody effectively the same high grade or qualification, the end result is that the person from a poor background is deprived of the possibility to let his or her qualifications compensate for the cultural disadvantage. In the end, employers who need to select the best people cannot do so on the basis of grades, and will be tempted to look at less relevant aspects such as accent, manners or clothing style, in other words: indicators of social class.

Are There Any Crises at German Universities?

Given my interest in public opinion and constitutional law, I've been following the so-called University of Virginia rape story with considerable interest. Briefly put, here's what happened:

  • On November 19, the US pop-culture magazine Rolling Stone publishes an explosive story about an alleged gang-rape at the University of Virginia, a prestigious state university. The lodestar of the story is an account by a 20-year-old student named Jackie, according to which she was viciously gang-raped by a bunch of fraternity members.
  • The story gains massive publicity in the U.S. According to some activists, there is an 'epidemic' of sexual assault on campus at American universities. One study concluded that 1 of every 5 female American university students will be 'sexually assaulted' before she graduates, although that statistic is based on an Internet survey conducted on just two campuses and which used an extremely loose definition of 'sexual assault'.
  • While skeptics question that statistic, which would mean that rape is more common on US university campuses than in war-torn central Africa, the President of the US, sensing a low-risk, high-reward political issue, decries the epidemic of campus rape on American universities.
  • Five days after the Rolling Stone story is published, Richard Bradley, an American editor, publishes a blog entry basically saying it's over-the-top, thinly sourced, and generally incredible:

One must be most critical about stories that play into existing biases. And this story nourishes a lot of them: biases against fraternities, against men, against the South; biases about the naivete of young women, especially Southern women; pre-existing beliefs about the prevalence—indeed, the existence—of rape culture; extant suspicions about the hostility of university bureaucracies to sexual assault complaints that can produce unflattering publicity.

And, of course, this is a very charged time when it comes to the issue of sexual assault on campuses. Emotion has outswept reason. Jackie, for example, alleges that one out of three women who go to UVA has been raped. This is silly.

  • For this, Bradley is pilloried by feminists. Until, that is, further reporting, especially by the Washington Post, shows that Jackie's story is almost certainly a fabrication, and that the original reporter, Sabrina Rubin Erdely, never spoke to several witnesses who would have cast doubts on Jackie's story. In particular, she didn't even speak to the men Jackie accused of the rape.

The story has also gotten plenty of play in Germany, as you might expect. The story and its implosion raises plenty of fascinating legal questions, but I will spare you a discussion of those.

What strikes me is this: I work at a German university every day. I am surrounded by young undergraduate students, male and female. Many of them live close together, and they most certainly have parties, get drunk, and have sex. I mean, how could they not? Yet there seems to be no hysteria about a supposed epidemic of sexual assault or rape at German universities. No 'slut walks', no pressure to reform 'campus guidelines' to punish students accused of rape, no sit-ins, no dramatic stories of sexual assault. It's possible I've missed an op-ed or demonstration here or there, but I think I'm on 100% solid ground in saying there's nowhere near the level of hysteria in Germany as there is in the USA on this issue.

Why is this? Is it because German university students are more mature and law-abiding? Is the 'campus rape' bubble a typically American 'moral panic'? Is it because many German universities don't have traditional campuses which many students live on or near? Is it because German universities aren't expected to deal with crimes between students?

Or is it because the problem exists, but German universities are covering it up? What say you, readers?

A Free University Education for Americans

Since the price of a university education in the U.S. has been climbing for decades just as quality crumbles, some Americans are looking with interest at German universities. Rebecca Schuman at Slate makes some cogent points:

Last week, Lower Saxony made itself the final state in Germany to do away with any public university tuition whatsoever. You read that right. As of now, all state-run universities in the Federal Republic—legendary institutions that put the Bildung in Bildungsroman, like the Universität Heidelberg, the Universität München, or the Humboldt-Universität zu Berlin—cost exactly nichts. (By the way, they weren’t exactly breaking the bank before, with semester fees of about EUR 500, or $630, which is often less than an American studentspends on books—but even that amount was considered “unjust” by Hamburg senator Dorothee Stapelfeldt.)

...Germany didn’t just abolish tuition for Germans. The tuition ban goes for international students, too. You heard me right, parents of Amerika: You want a real higher-education bargain? Get your kids to learn German and then pack them off to the Vaterland.

Of course, while it is both uplifting and jealousy-provoking to see our Teutonic friends put so much public investment into higher education—while we do just the opposite—there are important reasons that German universities have been either inexpensive or free for their entire existence. The German university experience isn’t worse than the American one, but there are vital cultural and infrastructural differences between our systems that bargain-hungry students (and their parents) might want to consider before bidding Auf Wiedersehen to Big State U.

First of all, the concept of “campus life” differs widely between our two countries. German universities consist almost entirely of classroom buildings and libraries—no palatial gyms with rock walls and water parks; no team sports facilities (unless you count the fencing fraternities I will never understand); no billion-dollar student unions with flat-screen TVs and first-run movie theaters. And forget the resort-style dormitories. What few dorms exist are minimalistic, to put it kindly—but that’s largely irrelevant anyway, as many German students still live at home with their parents, or in independent apartment shares, none of which foster the kind of insular, summer-camp-esque experience Americans associate closely with college life (and its hefty price tag). It’s quite common for German students simply to commute in for class, then leave.
I'd make a few other points:
1. You don't have to have great US grades to get admitted to a German university. Trust me, Germany routinely admits thousands of foreign students from developing countries whose education systems are barely functional. I'm sure someone who has a good high-school diploma will be able to find a place at some German unis, although entrance standards will vary and you'll have to fit your US credentials somehow into the utterly different German schema.

2. Germans often like to argue that their Abitur is the equivalent of a U.S. bachelors' degree but, of course, it's not. German 18-year-olds who get an Abitur are no better or worse educated than American 18-year-olds who have completed the most-talented track in a good American high school.

3. Something like 40-45% of Germans start university, but half drop out. Measuring education levels cross-culturally is tricky but about 27% of Americans graduated with a B.A. and about 23% of Germans have gotten the rough equivalent of one.

4. German universities are no-frills, sink-or-swim places. You can get an excellent education there, but you will have to show more initiative and drive and go out of your way to claim your professors' time. This helps to explain the high dropout rate.