to learn. Children who have already lost their desire to learn and only study for their grades have no reason to continue learning after they have achieved the best possible grade. In addition, poor grades represent destructive feedback for students, since they do not provide any constructive assistance, but only absolute key figures. It is also criticized that the way of thinking, which can often be traced back to the grading system, that bad grades lead to poor future prospects, leads to perplexity, pressure and stress and depression among parents and children. It is criticized that students often do not learn for their future life or out of interest in the material, but only for the grades and the associated status, which promotes bulimic learning. German philosopher and publicist Richard David Precht criticizes the system of school grades in his book Anna, die Schule und der liebe Gott: Der Verrat des Bildungssystems an unseren Kindern. He believes that numbers from 1 to 6 do not do justice to the personalities of the children. In his opinion, grades are neither meaningful nor differentiated and therefore not helpful. For example, the questions whether a student has become more motivated, is more interested in a topic, has learned to deal better with failure and whether he has developed new ideas cannot be answered with grades. Instead, Precht suggests a differentiated written assessment of the students' learning and development path. In his opinion, the grading system comes from a psychologically and pedagogically uninformed era and does not belong in the 21st century. German educational innovator Margret Rasfeld criticizes the system of grades as unhelpful and, in her opinion, the resulting competitive thinking in schools and says: "School is there to organize success and not to document failure." German neuroscientist Gerald Hüther criticizes grades for being responsible for ensuring that students cannot specialize in any topic that they are enthusiastic about and have a talent for, since otherwise their grades in other areas would deteriorate. He also believes that "our society will not develop further...if we force all children to conform to the same evaluation standards". Grading may also reflect the bias of the instructor thereby reinforcing systematic bias. Grading systems by country Most nations have their own grading system, and different institutions in a single nation can vary in their grading systems as well. However, several international standards for grading have arisen recently, such