Program for the 2026 Federal Forum

One of the City History Museum’s most successful educational programs is the walking tour „When in Doubt, in Favor of the Accused: The Woyzeck Case.“ In a combination of city tour and workshop, Eva Lusch and Annemarie Riemer explore the historical murder committed by Johann Christian Woyzeck of Leipzig against his lover, Johanna Christiane Woost. A case that, thanks to Georg Büchner’s play of the same name, has made history not only in medicine but also in the legal system—for a full three years, there was a struggle over the verdict and the murderer’s sanity. The museum’s location—the Old Town Hall—plays a central role in this story: beginning in 1556, the building served for centuries as the city’s central administrative seat, a marketplace, a banquet hall, and a courthouse.

Group dinner for conference participants (at their own expense)

The location will be announced shortly.

By Carolin Kley and Celine Huck (Karlsruhe Regional Court, team behind the Instagram account „Recht SymBadisch“)

Social media is increasingly becoming the primary source of information for many people. The judiciary, and court proceedings in particular, are also covered on social media. However, this often results in simplified, misleading, or even factually inaccurate portrayals. Courts are therefore faced with the challenge of how to communicate complex legal issues in a way that is understandable, factually accurate, and at the same time appealing to digital audiences.

The workshop addresses this challenge using a concrete, real-world example. The starting point is a realistic news report on a court trial that highlights typical problems in legal communication: oversimplified headlines, a lack of context regarding legal standards, or misunderstandings about court rulings. Together with the participants, we first analyze which aspects of the reporting are problematic and what information is missing to properly understand the case.

Next, we’ll shift our perspective: What might a social media format look like that explains the same topic in a legally accurate, understandable, and target-audience-appropriate way? Drawing on our experience, we’ll work together with the participants in a collaborative process to develop a concept for a short Reel. In doing so, we’ll address key questions: What message should be conveyed? How can legal content be simplified without distorting it? And how can courts use social media to promote transparency and trust?

The goal of the workshop is to provide hands-on experience with the potential of modern judicial communication and to teach specific methods for translating complex legal content into contemporary digital formats. Participants will gain insights into the work of the account „Quite SymBad-like"“, test creative approaches to judicial communication, and develop a better understanding of how courts can address the challenges of the digital public sphere. At the same time, we want to start a conversation and learn from the participants: What can we do better ourselves? How can we reach as many people as possible, and what do participants hope to see from an account like „Recht SymBadisch“?

About „Recht SymBadisch“

Since October 2025, the Social Media Team of the Karlsruhe Higher Regional Court has been providing insights into the judiciary of the Higher Regional Court’s district under the label „Recht SymBadisch“ on both commercial and non-commercial platforms. Through a variety of formats, we explain legal topics in an accessible way and show how courts work and what goes on behind the scenes. Whether it’s exciting rulings, interesting facts about the rule of law, or authentic insights into various
Professional Groups – Our goal is to make the judiciary transparent and accessible, to foster dialogue with citizens, and to convey that an independent judiciary is indispensable to our society and open to everyone. Our secret recipe: many very likable people who are happy to share their enthusiasm for their work.

By Dr. Caroline Gritzschke (House of History Baden-Württemberg)

The museum »Hohenasperg—A German Prison« offers insights into the lives of 23 prisoners spanning three centuries. A key focus is on the political prisoners of the 1848 Revolution. The exhibition depicts not only the prisoners’ lives but also the state’s role in administering punishment and the public’s perceptions of the prison and its inmates.

The exhibition’s educational and outreach programs focus on fostering democracy and the rule of law. In addition to themed tours, we offer projects on human rights („Stand Up for Your Rights! Radio for Human Rights„) and the workshop “Objection! Workshop on the Rule of Law” for school classes of all types.

The workshop covers both the principles of the rule of law and the philosophical and ethical aspects of criminal law: How does the state treat the individuals over whom it has power? What rights do individuals have? At the Hohenasperg Museum, the focus is on the methods and content of historical and political education. Historical change and experiences of otherness are explored and related to the participants„ present-day lives. The students take on the role of “attorneys” for the historical prisoners.

In the interactive practical reflection session, following a brief introduction to the museum and the audience we currently reach, participants will try out parts of the workshop. Afterward, attendees will discuss the workshop’s concept and methods. In a subsequent presentation, the educational objectives and evaluation of the workshop will be discussed. Finally, participants discuss possibilities for adapting the workshop—which has been successful in schools—for use in adult education.

Gritschke, Caroline, Ph.D., Studied history and German language and literature in Göttingen and Tübingen; earned a doctorate in the history of the Reformation from the University of Kassel. Held teaching positions at the University of Stuttgart and at Esslingen University of Applied Sciences, focusing on migration and gender. Currently Head of the Education and Outreach Department at the Haus der Geschichte Baden-Württemberg in Stuttgart. Jury coordinator for the state jury of the Körber Foundation’s Federal President’s History Competition.

By Daria Schirmer (Badisches Staatstheater)

Theater explores themes that reflect social processes. Whether it’s opera, ballet, drama, or theater for young audiences, it allows us to shift our perspective through the characters on stage and immerse ourselves in worlds previously unknown to us. It raises questions and highlights contradictions. This is where the Art+Education Department of the Badisches Staatstheater comes in. Through theater education activities before and after performances, these social issues are brought to light and explored in depth. The methods of theater education allow participants to take an active role and get to the bottom of these issues through artistic processes. The various plays in the repertoire explore a wide range of themes in great detail.

The play *Robin Hood* explores the issue of distributive justice. The stage adaptation of the novel *The Wave* helps audiences experience the fine line between order and the arbitrary nature of the rules that structure our society. The play *Huge Problems* also shows children ages 5 and up what it feels like to question rules. The story of the Comedian Harmonists, adapted as a musical theater production, brings home the curtailment of artistic freedom during the Nazi era. The play *Mädchenschrift* sheds light on structural violence through catcalling and sexualized assaults that girls experience as early as their teenage years.

This is just a partial selection of the range of topics the program has to offer, which will be explored in workshops with different age groups. In addition to a brief introduction to the concept and the productions, this presentation aims to provide practical insights into the methods used and to test individual exercises with the participants as examples. The goal of these exercises is to stimulate age-appropriate discussions, help participants empathize with the situations on stage, and facilitate a connection to their own lived experiences. To this end, we draw on a comprehensive toolkit of methods, including role-playing, physical exercises, and discussion formats.

The Art and Education Department at the Badisches Staatstheater develops innovative formats at the intersection of theater, society, and education. Through participatory projects, workshops, post-performance discussions, and collaborations with schools, universities, and social institutions, it opens up diverse avenues of engagement with opera, drama, ballet, concerts, digital theater, and the Young State Theater. Expertise from various institutions within the city’s community is drawn upon for specific topics. The goal is to strengthen cultural participation, highlight diverse perspectives, and shape the theater as a place of exchange and encounter. The department combines artistic practice with social reflection and is aimed at people of all ages.

By Dr. Laurent Lafleur (Munich Higher Regional Court)

Court reporting remains a popular genre in daily newspapers, magazines, and online publications—and, increasingly, in podcasts as well. The public’s trust in the judiciary—and thus in the rule of law—depends on accurate reporting about our work.

However, many of us have been frustrated by factual errors in articles about our work. Prosecutors issue arrest warrants, the lay judges’ division of the regional court and the criminal division of the higher regional court impose prison sentences in rulings that are then challenged on appeal. These errors are not surprising, given that court reporters typically have no legal training.

Based on this insight, the press office developed the idea of a „law course for court reporters,“ in which journalists are taught the basics of law, particularly criminal law and criminal procedure. The goal is to equip journalists with the knowledge necessary for fundamentally accurate reporting. From the outset, however, there was also the aim of portraying the judiciary as approachable, press-friendly, and service-oriented.

A total of more than 50 journalists from across Germany—including the SZ, FAZ, Handelsblatt, and SPIEGEL, as well as ZDF, RTL, and BR—registered for the first event.

The event was a great success. Many participants took the opportunity to ask questions about topics not on the agenda. In some cases, discussions also arose regarding current issues (documentation of the main trial) or fundamental decisions within the (Bavarian) criminal justice system, such as the unified career path for judges and prosecutors. Overall, the atmosphere of the discussion was very respectful. The PowerPoint slides used were sent to the participants after the event, which lasted a total of four hours. The feedback from the participants was overwhelmingly positive.

Building on this positive feedback, two additional events have now been held at approximately six-month intervals; the most recent one was the first of its kind in the field of civil law, organized in collaboration with the Civil Affairs Press Office of the Munich I Regional Court.

All in all, the staffing requirements for the event are manageable. In terms of content, given the level of knowledge most journalists possess, in-depth preparation on the topics is not necessary; rather, the focus is on the pedagogy of conveying the knowledge that our colleagues already possess. We implemented this primarily through dialogue and by answering a (very) large number of questions, while avoiding a lecture-style format.

Dr. Laurent Lafleur

After studying law in Bochum and Passau, he worked as a research assistant in criminal law departments at the University of Passau, Bucerius Law School, and the University of Augsburg. During this time, he also earned his doctorate in international criminal law. Completed his legal clerkship at the Munich Higher Regional Court, with placements at Linklaters and the International Criminal Court. Joined the Bavarian judiciary in 2006, initially serving as a prosecutor until 2010, primarily in the Homicide Division. After a three-year assignment at the Munich Local Court (Family Court and general civil matters), he returned to the public prosecutor’s office as deputy head of the Homicide Division. In 2020, he was appointed a judge at the Higher Regional Court and served on the Senate for State Security; in 2022, he assumed leadership of the Munich Higher Regional Court’s press office. There, he developed, among other initiatives, „Justiz live“ and the “Law Course for Court Reporters.”.

By Dr. Nadine Voß / Kristina Schönfeldt / Dr. Barbara Helmert / Dr. Katharina Bode-Weßnick (Federal Administrative Court and other courts)

During the Federal Administrative Court’s Open House, held under the theme „Working for the Rule of Law,“ a group of research associates organized three mock court hearings for children as part of the family program. Due to the positive feedback, one of the mock court hearings was repeated for a group of students as part of a project week at an elementary school on the topic of „Learning About Careers.“.

The goal was to give the children (and their parents) a better understanding of how the court works, particularly the role of judges, the various roles in a trial, and the course of court proceedings. The highlight of the program was that the children took on all the roles involved—that is, the judge, the attorneys for the plaintiff, the government representative on the defendant’s side, and the police officer.

With the help of the research assistants, they worked through a case—which had previously been presented to all participants in a child-friendly manner—and arrived at a solution on their own. During a briefing, each group first learned about its own role and interests, as well as the standard procedures of a court hearing, initially in abstract terms and then through hands-on practice. The cases adapted for the children were based on several actual cases that had been heard in court. The courts’ decisions in each case were not revealed until afterward.

In this workshop, we would like to share our experiences by first presenting the project. In particular, we will interactively explore existing challenges and possible solutions. Afterward, we will present one of the cases—adapted for children—and discuss it with the audience, as well as explain how the children arrived at a solution.

By Romain Schroeder (Center for Political Education, Luxembourg)

This post describes the YOUStice Workshop and opens up a discussion on its objectives, structure, and experiences to date. YOUstice is an interactive educational program that introduces students aged 10 and older to the fundamentals of the judicial system in Luxembourg and raises their awareness of the role of the third branch of government in a democracy and a state governed by the rule of law.

The workshop is designed for groups of 6 to 24 young people and is offered in two age-appropriate versions: YOUstice 10+ for the 10- to 15-year-old age group and YOUstice 15+ for young people ages 15 and older. YOUstice is part of a broader initiative by the Zentrum fir politesch Bildung (ZpB), which already uses similar formats to help young people experience the “First Power” (the legislature) and the so-called “Fourth Power” (the press). The goal is to help young people experience the central pillars of the democratic system and build a fundamental trust in state institutions and how they function—a trust that is essential for a democracy to function. At the same time, however, the workshop is also intended to create space for critical questions, which will be discussed in direct dialogue with the people who work in these institutions on a daily basis.

As part of the workshop, the students attend a criminal court hearing, followed by a moderated discussion with a judge, prosecutor, or attorney. Finally, a role-playing exercise takes place in which the students simulate a fictional court hearing in a courtroom. This allows them to gain hands-on experience with abstract legal concepts and the workings of the judiciary.

The workshop was developed in close collaboration with the Luxembourg Judicial Administration as an institutional partner. This collaboration facilitates access to courtrooms and the involvement of experts in the discussion sessions.

In particular, the article discusses which target groups YOUstice addresses, the criteria used to select them, and the channels and partnerships through which they are reached.

By Sandra Kim / Annika Sondenheimer (Ministry of Justice of the State of North Rhine-Westphalia)

As part of its efforts to further develop its programs on legal education and the rule of law, the Ministry of Justice of the State of North Rhine-Westphalia has launched the Project: „Why the Rule of Law?“ be developed. The project is part of the North Rhine-Westphalia state government’s efforts to make our legal system more accessible and understandable to citizens who are not yet fully familiar with our constitutional state, its principles, and its values.

The „Why the Rule of Law?“ project is currently in the pilot phase and is being implemented in both school-based and extracurricular youth programs. The target audience consists of young people ages 14 and older.

As part of the workshop, participants will report on the workshop’s development, content, and initial practical experiences, and will try out brief interactions with interested participants. The modular workshop imparts basic knowledge about the principle of the rule of law in 5+1 modules and helps young people understand the law and the rule of law as a system that fosters democracy and is based on values.

The focus is on the protection of minorities, through which the principle of the rule of law, in conjunction with the principle of democracy, safeguards the (fundamental) rights of all. The goal of the workshop is to work toward a shared understanding of law and the rule of law. This effort is based on a critical and emancipatory concept of education. From a pedagogical perspective, the focus is on experiencing the rule of law and developing a personal connection to the principle of the rule of law, rather than merely imparting legal or political knowledge.

The project promotes a dynamic understanding of the law and the rule of law as central elements of a values-based democracy. Students are encouraged to participate in political and social discourse and are empowered to exercise their right to responsible and unimpeded access to the law and the rule of law.

To this end, the students should consider the following questions:

• How and where do I experience our rule of law?
• What are the benefits of the rule of law for me?
• How do we, as a society, benefit from the rule of law?
• What does the rule of law require of us, and why?

Methodologically, the project is designed to be interactive and includes elements such as positioning and simulation exercises, as well as training in persuasive communication.

Sandra Kim – Senior Ministerial Advisor, Division Director at the Ministry of Justice of the State of North Rhine-Westphalia, Department V, Division V 4, Diversity and Anti-Discrimination, Rule of Law, and Legal—
Client, Technical Oversight of the Center of Excellence for Diversity and Anti-Discrimination in the North Rhine-Westphalia Judiciary (KoViA)

Annika Sondenheimer – Senior Government Official, Advisor at the Ministry of Justice of the State of North Rhine-Westphalia, Department V, Division V 4, Diversity and Anti-Discrimination, Rule of Law and Legal Education, Technical Oversight of the Center of Excellence for Diversity
and the North Rhine-Westphalia Judicial Anti-Discrimination Office (KoViA)

By Prof. Dr. Henning Schwier / Prof. Dr. Christoph Enders / Assistant Professor Thomas Wurche (Saxon Police Academy)

The guarantee of the right to assembly under Article 8 of the Basic Law is an essential element of the functioning of a democratic state governed by the rule of law. It serves to give voice to political concerns—including those of minorities—outside of parliamentary procedures. However, the successful realization of the objectives of assemblies—and thus the success of democracy—depends to a large extent on organizers, authorities, and, where necessary, the judiciary cooperating as smoothly as possible. This is because assemblies regularly infringe upon the rights of third parties.

Workshop participants will explore the area of conflict outlined above using the example of „Christopher Street Day, Dresden“ as part of a simulation exercise. Divided into groups, they will assume the roles of the key actors involved in the gathering (organizers, assembly authorities, law enforcement, and the judiciary) and „negotiate“ the following issues:

• CSD Parade: A Fun Event or a Political Cause?
• Blockade by right-wing counter-protesters: A lawful counter-demonstration or mere obstruction?

The participants reenact the legal conflict. They put themselves in „their“ specific roles. Ideally, by working together with the other groups, they will succeed in developing a viable solution that meets the organizer’s needs while also respecting legal boundaries. If this effort fails in any respect, another group of participants—selected by lot on a proportional basis from each of the groups—must bring about a judicial resolution.

By Anke Vetter (Vocational School for Social Services and Technical High School)

Teaching legal studies is a key component in helping young people understand, through practical examples, the importance of the rule of law for our democracy. However, the reality in the classrooms of (vocational) schools and in legal education reveals a structural hurdle: Many teachers in this field are career changers (such as fully qualified lawyers or corporate lawyers). Teaching methodology was never part of their legal education. Compounding the problem is the fact that there are hardly any textbooks that are precisely tailored to the curricula, and there is a general lack of modern materials suited to the target audience.

This workshop is designed as a participatory exchange of best practices for teachers who have changed career paths. Together, we’ll get to the bottom of the most pressing questions in everyday teaching: Where can we find well-researched materials? How should these materials be structured to present complex legal content in a way that is both understandable and practical? What methods—ranging from case studies to hands-on field trips such as organized court visits—are effective for creating engaging lessons?

Anke Vetter She holds a law degree and a degree in foreign language pedagogy. She works as a law teacher at a vocational school for social services and a technical high school.

By Jacob Turnbull / Prof. Dr. Nora Rzadkowski (Ruhr University Bochum / University of Hamburg / / Ludwigsburg University of Public Administration and Finance)

A compelling example, or a look at the Basic Law as a starting point? Dogmatic classifications or critical discussions? There are many ways to teach law.

The workshop takes this crossroads as its starting point and uses the example of freedom of speech to examine how the law is presented in different contexts to various target audiences. The focus is on the question of how teaching law to students differs from teaching law in a law school setting, and what effects these different approaches have on learners’ understanding of the law.

We examine whether law is taught as a value system or as a text, and whether the focus is on cognitive or affective learning objectives. In doing so, we examine how the chosen methods and exercise formats shape the image and perception of law—for example, whether it is viewed as stable or in a state of flux, as a technical subject or as socially relevant norms that are significant for one’s own life. Finally, we reflect on how these modes of instruction (implicitly) influence learners’ understanding of their own roles in dealing with the law: Do learners see themselves as subjects of the law, as interpreters of the law, or as active shapers of the law?

Format: The workshop is designed to be participatory and is divided into three phases:

1. Exploration (Small Groups): Participants review specific educational materials on freedom of expression that were developed for various target groups (schools, extracurricular education, universities).
2. Analysis and Categorization: The materials are analyzed using taxonomies and categorization systems from the fields of education and law.
3. Metareflection and Transfer: In a concluding discussion, we synthesize the findings. We explore the opportunities and risks of the various teaching approaches and discuss the extent to which these approaches are context-dependent or could be combined.

The workshop provides practical insights into the methodology of legal education and helps participants critically examine and further develop the quality and impact of educational programs. The goal is to integrate legal (and constitutional) education with the pedagogy of legal studies.

Prof. Dr. Nora Rzadkowski, MHE

Nora Rzadkowski is a professor of public law, specializing in social security law, at the University of Public Administration and Finance in Ludwigsburg, and her research focuses in particular on topics related to the pedagogy of legal education. She completed a master’s degree in higher education pedagogy at the University of Hamburg and authored a dissertation on the pedagogy of legal scholarship, which was awarded the Young Scholars Prize by the German Society for Higher Education Pedagogy. Nora Rzadkowski is actively involved in both legal education and general science education, including as a board member of the Society for Legal Education (GfDR).

Jacob Turnbull He is pursuing his doctorate at Ruhr University Bochum in the field of legal pedagogy, under the supervision of Prof. Dr. Julian Krüper and Prof. Dr. Nora Rzadkowski. He completed his law degree at the University of Hamburg. He currently works there as a lecturer and is pursuing a Master’s degree in Higher Education (MHE).

By Janice Fuchs (German Foundation for Children and Youth GmbH)

Which topics are relevant to education on the law and the rule of law—and who decides which ones? Often, content is dictated by adults, institutions, or curricula. At the same time, real-world experience shows that young people often find in their daily lives that their perspectives are given little consideration, even though it is precisely these experiences that shape how they understand law, justice, and democratic processes.

This is where the workshop comes in, advocating for a consistently real-life-oriented and participatory approach. Education on law and democracy is most effective when it connects with where young people actually experience law and democracy: in their everyday lives, when negotiating rules, when dealing with conflicts, and when addressing issues of belonging, participation, and (in)justice at school, in their social circles, or in the digital sphere. The starting point, therefore, is not merely predefined topics, but rather the questions, perceptions, and experiences of young people themselves. Adults are responsible for exploring and highlighting their legal and political dimensions.

The goal is to provide impetus for developing topics tailored to the target audience and to encourage reflection on one’s own practice: How can we move from talking about young people to working with them, and use that to develop relevant topics for education on the rule of law?

In this workshop, we will explain what we mean by a life-world-oriented approach to legal and democratic education and what role adults play in this process.

Methodologically, the workshop combines a 30-minute presentation offering practical insights with a dialogue-based format: Members of the VoiceUp! youth network share their perspectives on youth participation and are available to answer questions and engage in direct discussion. This creates an immediate shift in perspective, and participants experience how participation itself becomes a pedagogical principle.

By Dr. Jan-Phillip Steinfeld (Hamburg School of Public Administration)

When the topic of law is addressed in schools, it can be for a variety of reasons: for example, as part of general education or as a competency-based component in vocational training programs. This workshop, however, focuses on the question: What role should law play in political education in 2026?

There was a wide-ranging educational discourse on this topic in the Federal Republic of Germany, particularly during the 1970s and 1980s. Documents on civics education from the Weimar Republic era are available. Treatises on National Socialist legal education, as well as documents on legal studies in the former GDR, provide interesting contrasting material.

Since the 1990s, there has been no intensive discussion of the question of law as political education on a comparable scale. Simply continuing along the same lines seems questionable. The workshop is therefore intended to generate contemporary perspectives on law as political education. The workshop focuses on a reassessment of legal education issues that were raised in different times and under different conditions. At the same time, the workshop encourages participants to reflect on how these perspectives can be integrated into other educational concepts, such as Education for Sustainable Development (ESD) and Global Citizenship Education (GCED). For it is precisely in these contexts that educational questions are discussed that address existential issues of our time, such as planetary boundaries or global life.

The workshop's methodological focus is Reframing, which falls under constructivist pedagogy. The Reframing On the one hand, it is intended to enable participants to engage in a method-guided reconstruction of the historical discourse on education—rightly regarded as political education—based on selected original documents. On the other hand, this reframing facilitates a deconstruction and thus leads to the core element of constructivist pedagogy: construction by the participants. Through dialogue with other participants, participants develop their own perspective on law as political education, one that they consider relevant to the present day.

Dr. Jan-Phillip Steinfeld

Fully qualified lawyer; Dr. iur., dissertation on legal pedagogy (Polytome Rechtsdidaktik, University of Oldenburg, 2023); full-time teacher at the Hamburg School of Public Administration since 2010; member of, among others, the German Society for Educational Science (DGfE); Conceptualization and organization of the Global Citizenship Education Hub Hamburg (in cooperation with the Hamburg Sustainability Conference); among other things, conceptualization and organization of ESD formats with a legal focus for the Hamburg educational program “Wetter.Wasser.Waterkant”; publications on competency-based legal pedagogy, among other topics.

Michaela Schierhuber (Forum Verfassung Foundation, Vienna)

By Dr. Kai-Michael Sprenger (Foundation for Sites of German Democratic History)

The history of democracy in Germany—with its early forms, its genesis, and its roots—extends far beyond the era of the Weimar Republic and the democratic rebirth following 1945. The Federal Foundation promotes engagement with this eventful and thoroughly ambivalent history of German democracy from the late 18th century to the present, and, in connection with this, the active remembrance of individuals and groups who have repeatedly championed fundamental rights, freedom, and political participation, as well as the active remembrance of places where the processes of democratic history have unfolded. A special category within German—as well as European and global—democratic history is marked by those places that have been associated with various constitutions since the late 18th century. The path to today’s Basic Law was marked by several detours. Important stages in constitutional history, milestones, and legal developments in the 19th century—from the Weimar Constitution to the integration of the German Basic Law into European institutions—characterize this path.

How do we bring these constitutional histories and their locations to the general public? Our approaches so far have been visual, playful, and digital. The foundation’s first publication is an illustrated book titled „Constitutional Sites: Milestones on the Path to German Democracy,“ which takes readers on a journey to 26 historic sites and buildings that have played a decisive role in shaping the development of German democracy.

The idea is to combine historical context with visual impact and bring it to life at specific locations. The illustrated book is complemented by „Constitutional History(ies)“ designed for discovery, combination, and remembrance. In a playful way, readers match pairs of cards representing 18 defining locations in German constitutional history—from the Paulskirche in Frankfurt am Main to the Federal Constitutional Court in Karlsruhe, from Hambach Castle to St. Nicholas Church in Leipzig. The playing cards, in turn, link to the foundation’s own website, which uses a digital map to list and provide information about sites of democratic history—specifically filtered by constitutional developments.

Dr. Kai-Michael Sprenger has served as the founding director of the Foundation for Sites of German Democratic History since October 2023. After holding various positions in Mainz, Ravensburg, and Rome—including as a researcher, museum staff member, cultural affairs officer, district archivist, and executive director of a state historical institute—the historian, who holds a Ph.D., headed the Department of Archives, Libraries, Non-State Museums, State History, Local Heritage Preservation, and Cultural Digitization at the Rhineland-Palatinate Ministry of Family, Women, Culture, and Integration from 2016 to 2023. He is a certified organizational developer and systemic coach and serves in a volunteer capacity as a member of the advisory board or executive board of various historical and cultural associations.

Two short presentations by Prof. Dr. Thomas Goll (Dortmund University of Technology)

1. The Understanding of the Law Among Adolescents With and Without Special Educational Needs—Results of an Empirical Study

The presentation is based on Dörte Kanschik’s dissertation, „Legal Learning in the Context of Inclusive Political Education.“ In this work, she examined young people’s perceptions of justice, the law, and the police. With the help of image-based case vignettes, young people’s interpretations of legal situations—including possible misunderstandings—can be brought to light. In addition, the case study method can be experienced as a means of legal learning.

2. Key Considerations for Fostering the Rule of Law in Teacher Education—An Overview of Challenges and Possible Solutions

In this lecture, Prof. Dr. Goll begins with the premise that studying the Basic Law is an essential component of political education. Using the constitutional principle of the rule of law as an example, he examines whether the taken-for-granted inclusion of the Basic Law in the subject-specific pedagogical canon leads to its actual implementation in high-quality political education. To this end, the normative rationale for this content area is contrasted with an exemplary analysis of the realities of school and teacher education in North Rhine-Westphalia (and, where applicable, beyond), in order to draw conclusions regarding educational policy and the pedagogy of politics.

Prof. Dr. Thomas Goll

Born in 1963 in Würzburg, where he attended school and earned his Abitur; subsequently studied at the Julius Maximilian University of Würzburg to become a high school teacher in Bavaria (subjects: social studies, German, history, geography); Passed the first state examination in 1989 and the second state examination in 1991; taught at high schools until 2000, with an interim assignment at the university; In 2000, earned a Ph.D. in political science and made the permanent move to the Julius Maximilian University of Würzburg, Institute of Political Science; from 2003, served as an independent specialist in the didactics of social studies; From 2004: moved to TU Dortmund University, initially as a substitute professor, then appointed in 2007 to the Chair of Social Sciences and Their Didactics; in 2016, appointed to the Chair of Integrative Didactics of General Studies and Social Sciences at TU Dortmund University.

By Felix Speidel (Social Services Department of the City of Marburg)

What if citizens understood the government when it communicated with them? It’s not a revolutionary demand, and yet even in 2026, the Marburg Social Services Office remains one of the few agencies that consistently meets this standard. We use easy-to-understand templates for a large portion of our letters, notices, and inquiries.

Isn't that simply citizen-friendly and service-oriented—perhaps even the fulfillment of a legal obligation stemming from inclusion? Yes, yes, and yes. And yet, the rule of law is the primary concern here.

My grandma doesn't know what „facts relevant to the decision“ are. Would you know what to say if social services asked her about them? For example, that she was happy to receive the money transfer and immediately bought her granddaughter a gift. Whether or not she mentions this could determine whether they have to pay the money back or not.

The language used by the administration determines whether the balance of interests achieved in Parliament and the procedural rights guaranteed by the rule of law are actually upheld. Anyone who receives an incomprehensible letter and remains silent may have waived a right without realizing it. Meanwhile, the administration believes it has upheld that right.

The rule of law is realized through language—or not at all.

For a government agency to be able to hold a hearing, the citizen in question must know what a hearing is. If she thinks of it as an interrogation, the agency has failed her. This is where the realization of the rule of law and the development of the rule of law intersect. The administration cannot simply point to lawyers or educational organizations and trust that someone else will translate its jargon. It must also communicate effectively itself and thereby enable the rule of law. For only those who understand can exercise oversight. And accountability is the core of the rule of law.

The rule of law is not merely a subject of education. Education is also a prerequisite for realizing the rule of law in the mundane day-to-day work of public administration. Teaching methods belong in the office, and the concrete, mundane realities of daily administrative work belong in the classroom.

Felix Speidel is a lawyer and heads the Social Services Department of the City of Marburg. Previously, he was a research assistant in law and an adjunct lecturer in philosophy and political theory at the University of Passau. Within the Marburg city administration, he has initiated several projects aimed at strengthening the rule of law in day-to-day administrative practice. Externally: to draft official notices and letters in a way that is understandable to citizens. Internally: to restructure the organization and introduce legal education so that employees not only apply the law but also understand and communicate it. The FAZ and SZ recently reported on the project. He also examines the implications for the rule of law from a theoretical perspective and publishes on this topic in the JuWiss blog (juwiss.de), among other places.

Meeting and review session at the foundation's offices. Followed by dinner together at the Ratskeller Leipzig.