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  • MPI Ethno. Forsch.  (41)
  • Education
  • Political Science  (26)
  • Philosophy  (15)
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  • 1
    Online Resource
    Online Resource
    Hegemonie bilden : pädagogische Anschlüsse an Antonio Gramsci (2023)
    Weinheim : Beltz Juventa
    Details
    ISBN: 9783779953722
    Language: German
    Pages: 1 Online-Ressource (320 Seiten)
    Edition: 1. Auflage
    Parallel Title: Erscheint auch als Hegemonie bilden
    RVK:
    CI 7177
    Keywords: Education ; Aufsatzsammlung ; Gramsci, Antonio 1891-1937 ; Hegemonie ; Kulturpädagogik ; Bildungstheorie ; Erziehungsphilosophie ; Hegemonie ; Pädagogik
    Abstract: Antonio Gramsci gilt als meistzitierter italienischer Autor in den Geistes- und Sozialwissenschaften seit Machiavelli. Die Auseinandersetzung mit Gramsci prägt nicht nur die Cultural Studies, sondern ist auch Grundlage für Perspektiven kritischer Pädagogik. Das gilt auch zunehmend für den deutschsprachigen Diskurs, in dem bisher eine systematische Rezeption von Gramscis Werk in den Erziehungs- und Bildungswissenschaften aussteht. Der vorliegende Band versammelt aktuelle transdisziplinäre und transnationale Beiträge und versteht sich als Anstoß zum Weiterdenken – in a Gramscian way. Die freie Verfügbarkeit der E-Book-Ausgabe dieser Publikation wurde ermöglicht durch die Deutsche Forschungsgemeinschaft, den Fachinformationsdienst Erziehungswissenschaft und Bildungsforschung und ein Netzwerk wissenschaftlicher Bibliotheken zur Förderung von Open Access in den Erziehungs- und Bildungswissenschaften
    Note: Literaturangaben
    URL: kostenfrei
    URL: Inhaltsverzeichnis
    URL: Inhaltstext
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    MPI Ethno. Forsch.
  • 2
    Book
    Book
    Verantwortung - soziologische und pädagogische Perspektiven / (2023)
    Bielefeld :transcript,
    Details
    ISBN: 3-8376-6285-3 , 978-3-8376-6285-6
    Language: German
    Pages: 168 Seiten ; , 22.5 cm x 14.8 cm, 318 g.
    Series Statement: Pädagogik
    Parallel Title: Erscheint auch als
    DDC: 303.37201
    RVK:
    MR 1050
    RVK:
    MS 1290
    RVK:
    MS 7000
    RVK:
    DF 3000
    RVK:
    MD 6300
    Keywords: Verantwortung. ; Pädagogischer Bezug. ; Pädagogische Soziologie. ; Pädagogik. ; Gesellschaft. ; Bildungstheorie. ; Begriff. ; Soziologie. ; Sozialphilosophie. ; Bildung ; Bildungstheorie ; Education ; Einführung ; Ethics ; Ethik ; Gesellschaft ; Introduction ; Pedagogy ; Politics ; Politik ; Pädagogik ; Responsibility ; School ; Schule ; Schulreform ; Social History ; Social Philosophy ; Society ; Sociological Theory ; Sozialgeschichte ; Sozialphilosophie ; Soziologische Theorie ; Theory of Education ; Verantwortung ; Verantwortung ; Pädagogischer Bezug ; Pädagogische Soziologie ; Verantwortung ; Pädagogik ; Gesellschaft ; Bildungstheorie ; Verantwortung ; Begriff ; Soziologie ; Sozialphilosophie ; Pädagogik
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Klappentext
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Klappentext
    URL: Inhaltsverzeichnis  (lizenzpflichtig)
    URL: Inhaltsverzeichnis  (lizenzpflichtig)
    URL: Inhaltsverzeichnis  (lizenzpflichtig)
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    HU Berlin
    BSZ
    GBV
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    MPI Ethno. Forsch.
  • 3
    Book
    Book
    Zeitgefühle - wie die DDR ihre Zukunft besang : eine Emotionsgeschichte (2020)
    Bielefeld :transcript,
    Details
    ISBN: 978-3-8376-5285-7
    Language: German
    Pages: 427 Seiten : , Illustrationen, Notenbeispiele ; , 24 cm x 15.5 cm, 741 g.
    Series Statement: Histoire Band 180
    Series Statement: Histoire
    Parallel Title: Erscheint auch als
    Dissertation note: Habilitationsschrift Max-Planck-Institut für Bildungsforschung Berlin
    DDC: 303.3209431
    RVK:
    NQ 6970
    RVK:
    LQ 80407
    RVK:
    MG 81280
    RVK:
    MS 2300
    Keywords: Geschichte 1945-1973 ; Jugend. ; Musikleben. ; Gefühl. ; Sozialistische Lebensweise. ; Politische Sozialisation. ; Jugendpolitik. ; Deutschland ; Zukunftsforschung ; Lieder ; Singen ; Fühlen ; Gefühl ; Jugend ; Musik ; Emotion ; Freie Deutsche Jugend ; Sowjetische Besatzungszone ; Bundesrepublik Deutschland ; Jugenderziehung ; Jugendpolitik ; Gefühlserziehung ; Herrschaft ; Macht ; Regime ; Kulturgeschichte ; Bildung ; Biopolitik ; Deutsche Geschichte ; Emotionsgeschichte ; Zeitgeschichte ; Geschichte des 20. Jahrhunderts ; Geschichtswissenschaft ; German History After 1945 ; Foresight ; Songs ; Singing ; Feel ; Youth ; Music ; Free German Youth ; Federal Republic of Germany ; Youth Education ; Youth Policy ; Power Relations ; Power ; Regimes ; Cultural History ; Education ; Biopolitics ; German History ; History of Emotions ; Contemporary History ; History of the 20th Century ; History ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Jugend ; Musikleben ; Gefühl ; Sozialistische Lebensweise ; Politische Sozialisation ; Jugendpolitik ; Geschichte 1945-1973
    URL: http://www.transcript-verlag.de/978-3-8376-5285-7
    URL: Rezension
    URL: Inhaltsverzeichnis
    URL: Klappentext
    URL: Inhaltsverzeichnis
    URL: Cover
    URL: Ausführliche Beschreibung  (Verlag)
    URL: Inhaltsverzeichnis
    URL: Cover
    URL: Ausführliche Beschreibung  (Verlag)
    URL: Inhaltsverzeichnis
    URL: Cover
    URL: Ausführliche Beschreibung  (Verlag)
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    HU Berlin
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  • 4
    Online Resource
    Online Resource
    Politische Bildung in der Demokratie : Interdisziplinäre Perspektiven (2018)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658189334
    Language: German
    Pages: Online-Ressource (VI, 240 S. 10 Abb, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Politische Bildung in der Demokratie
    RVK:
    MB 2550
    Keywords: ducation and state ; Education ; Philosophy and social sciences ; Educational policy ; Social sciences ; Education and state. ; Education ; Philosophy and social sciences ; Educational policy ; ducation and state ; Social sciences ; Education ; Educational policy ; Philosophy and social sciences ; Social sciences ; ducation and state ; Konferenzschrift ; Politische Bildung ; Demokratie
    Abstract: Schuldet der Staat seinen Bürgerinnen und Bürgern Unterricht in Politischer Bildung? -- Ist Politische Bildung ein Menschenrecht? -- Partizipieren politisch gebildete Bürgerinnen und Bürger mehr als ungebildete? Erzeugt Partizipation politische Kompetenz? -- Philosophieren lernen, Argumentieren können.
    Abstract: Die Autorinnen und Autoren dieses Sammelbandes diskutieren aus der Perspektive unterschiedlicher Disziplinen die Bedeutung politischer Bildung für die Qualität der Demokratie. Sie erörtern, ob und warum die Demokratie kompetente Bürgerinnen und Bürger braucht. Sie fragen, ob es Aufgabe des Staates ist, für den Aufbau politischer Kompetenz zu sorgen. Nach diesen Erörterungen aus juristischer, politik- und erziehungswissenschaftlicher Perspektive werden empirische Projekte vorgestellt, die in Ausschnitten die Einlösung von Erwartungen an den Kompetenzaufbau in der Politischen Bildung widerspiegeln. Der Inhalt Schuldet der Staat seinen Bürgerinnen und Bürgern Unterricht in Politischer Bildung? Ist Politische Bildung ein Menschenrecht? Partizipieren politisch gebildete Bürgerinnen und Bürger mehr als ungebildete? Erzeugt Partizipation politische Kompetenz? Philosophieren lernen, Argumentieren können Die Zielgruppen Dozierende und Studierende der Politikwissenschaft mit dem Schwerpunkt Politische Bildung Bildungspolitiker und -politikerinnen Die Herausgeberinnen Prof. Dr. Béatrice Ziegler war bis Mai 2016 Ko-Direktorin des Zentrums für Demokratie Aarau und leitete die Abteilung Politische Bildung und Geschichtsdidaktik der Pädagogischen Hochschule FHNW. Prof. Dr. Monika Waldis, Erziehungswissenschaftlerin, leitet seit Juni 2016 das Zentrum für Politische Bildung und Geschichtsdidaktik der PH FHNW am Zentrum für Demokratie Aarau.
    Note: Dieser Band enthält Überarbeitungen von Beiträgen, die Referentinnen und Referenten anlässlich der Tagung "Politische Bildung empirisch 14" im Herbst 2014 vorgetragen haben, und Beiträge, die speziell für diesen Band verfasst worden sind. - Seite 12 , Literaturangaben
    DOI: 10.1007/978-3-658-18933-4
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  • 5
    Online Resource
    Online Resource
    Lehrerprofessionalität im Bereich der politischen Bildung : eine Studie zu motivationalen Orientierungen und Überzeugungen im Sachunterricht (2018)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658197087
    Language: German
    Pages: 1 Online-Ressource (X, 268 Seiten) , 19 Illustrationen
    Series Statement: Empirische Forschung in den gesellschaftswissenschaftlichen Fachdidaktiken
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Reichhart, Barbara Lehrerprofessionalität im Bereich der politischen Bildung
    Dissertation note: Dissertation Universität Augsburg 2017
    RVK:
    DP 5020
    RVK:
    MB 2550
    Keywords: Education ; Teaching ; Professional education. ; Vocational education. ; Career education. ; Education ; Teaching ; Hochschulschrift ; Grundschullehrer ; Professionalisierung ; Politische Bildung ; Sachunterricht
    Abstract: Die Lehrkraft als zentrale Determinante des Schulerfolgs -- Aufbau und Veränderbarkeit von Lehrerprofessionalität -- Lehrerprofessionalität in der politischen Bildung -- Motivationale Orientierungen, Überzeugungen und Einstellungen als zentrale Aspekte professioneller Lehrerkompetenz -- Motivationale Orientierungen und Überzeugungen angehender Grundschullehrkräfte.
    Abstract: Die Ergebnisse der quasi-experimentellen Interventionsstudie von Barbara Reichhart zeigen, dass die befragten Grundschullehramtsstudierenden geringe motivationale Orientierungen hinsichtlich politischer Bildung im Sachunterricht aufweisen. Zudem konnte gezeigt werden, dass bei den befragten Studierenden vor allem konstruktivistische Überzeugungen nachweisbar sind. Die Selbstwirksamkeitsüberzeugungen der Studierenden konnten durch eine Intervention in Form eines einsemestrigen Seminars positiv verändert werden. Keine Veränderungen wurden hingegen beim Interesse der Studierenden an politischer Bildung erzielt. Der Inhalt Die Lehrkraft als zentrale Determinante des Schulerfolgs Aufbau und Veränderbarkeit von Lehrerprofessionalität Lehrerprofessionalität in der politischen Bildung Motivationale Orientierungen, Überzeugungen und Einstellungen als zentrale Aspekte professioneller Lehrerkompetenz Motivationale Orientierungen und Überzeugungen angehender Grundschullehrkräfte Die Zielgruppen Dozierende und Studierende der Erziehungswissenschaften und Lehrerbildung Lehrerinnen und Lehrer an Grundschulen/Primarstufe für den Sachunterricht Die Autorin Barbara Reichhart ist als Lehrerin an einer Grundschule tätig und forscht am Lehrstuhl für Grundschulpädagogik und -didaktik der Universität Augsburg zur Lehrerprofessionalität.
    DOI: 10.1007/978-3-658-19708-7
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  • 6
    Online Resource
    Online Resource
    Schulische und außerschulische politische Bildung : qualitative Studien und Unterrichtsbeispiele hermeneutischer Politikdidaktik (2018)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658206185
    Language: German
    Pages: 1 Online-Ressource (VIII, 174 Seiten) , Illustrationen, Diagramme
    Series Statement: Politische Bildung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Schulische und außerschulische politische Bildung
    RVK:
    MB 2550
    Keywords: Political Science and International Relations ; Political science ; Education ; Political science ; Education ; Aufsatzsammlung ; Politische Bildung ; Außerschulische Bildung ; Unterrichtsmethode ; Politischer Unterricht ; Unterrichtsmethode
    Abstract: Politikdidaktische Forschung: Zusammenhang von hermeneutischer Politikdidaktik und Politikunterricht; Urteilskompetenz; demokratisch-politische Bildung als Gegenstand universitärer Lehramtsausbildung -- Konzepte des Politikunterrichts/der Unterrichtsforschung: Personenbezogene Geschichtspolitik im Politikunterricht; „Denkhüte“ im Politikunterricht; Demokratiepräkonzepte bei Schüler*innen -- Außerschulische politische Bildung: Historische Lernorte politisch verstehen; Politische Lernorte; Politische Bildung in der offenen Kinder- und Jugendarbeit.
    Abstract: Der Sammelband widmet sich in zehn Beiträgen dem Zusammenhang zwischen der Zielbestimmung der schulischen und außerschulischen politischen Bildung sowie der Praxis in diesen Lernbereichen. Diese Zusammenhänge werden an signifikanten Beispielen herausgestellt und durch qualitative Forschung belegt. So erhalten Praktiker der schulischen und außerschulischen politischen Bildung durch dieses Buch nicht nur Anregungen für ihre Tätigkeit durch Unterrichts- und Seminarbeispiele, sondern werden durch konkrete Beispiele auch dazu angeregt, ihre Aktivitäten in Unterricht und Seminaren zu planen und zu evaluieren. Der Inhalt • Politikdidaktische Forschung: Zusammenhang von hermeneutischer Politikdidaktik und Politikunterricht; Urteilskompetenz; demokratisch-politische Bildung als Gegenstand universitärer Lehramtsausbildung • Konzepte des Politikunterrichts/der Unterrichtsforschung: Personenbezogene Geschichtspolitik im Politikunterricht; „Denkhüte“ im Politikunterricht; Demokratiepräkonzepte bei Schüler*innen • Außerschulische politische Bildung: Historische Lernorte politisch verstehen; Politische Lernorte; Politische Bildung in der offenen Kinder- und Jugendarbeit Die Herausgeber Dr. Carl Deichmann ist Univ. - Professor em. für Didaktik der Politik und zurzeit Lehrbeauftragter an der Friedrich-Schiller-Universität Jena. Dr. Marc Partetzke ist Universitätslektor für Politikwissenschaft und ihre Didaktik am Institut für Politikwissenschaft der Universität Bremen.
    DOI: 10.1007/978-3-658-20618-5
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  • 7
    Online Resource
    Online Resource
    Politikwissenschaft und Politikdidaktik : Theorie und Empirie (2017)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658072469
    Language: German
    Pages: Online-Ressource (XII, 197 S. 20 Abb., 5 Abb. in Farbe, online resource)
    Series Statement: Politische Bildung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Politikwissenschaft und Politikdidaktik
    RVK:
    MB 2568
    RVK:
    MB 2300
    Keywords: Political science ; Education ; Political Science and International Relations ; Political science ; Education ; Aufsatzsammlung ; Politische Wissenschaft ; Politische Theorie ; Politische Bildung ; Politischer Unterricht
    Abstract: Die Einführung und das Zusammenleben in einem demokratischen Gemeinwesen erfordern politische Bildung, unter Förderung politischen Grundwissens, politischer Urteils- und Handlungsfähigkeit. In Gegenwart und Zukunft besteht ein dringlicher Bedarf an theoretischer Inbeziehungsetzung von Politikwissenschaft und Politikdidaktik. Empirische Forschung in beiden Bereichen ist aufeinander angewiesen. Ohne politikwissenschaftliche Theorien kann es keine politikdidaktische Theorie geben. Die wechselseitigen Bezüge sind neu zu klären. Dabei bedarf die Eigenständigkeit beider Disziplinen einer zeitgemäßen Klärung und Neuausrichtung. Der Inhalt • Politikdidaktische Theoriebildung • Politikwissenschaft als Bezugsdisziplin der Politischen Bildung • Erfüllt das Kontroversitätsprinzip Merkmale einer politikdidaktischen Theorie? • Argumentationstheorie für Politische Theorie und Politikdidaktik • Modell der politischen Urteilsfähigkeit • Politikwissenschaftliche Mikroanalyse und Politische Bildung • Politische Bildung aus Sicht der empirischen Kulturforschung • Zoon Politikon im Standby-Modus? • Politische Partizipation als Element der Demokratietheorie • Europa als Fachkonzept und als Thema des Schulunterrichts • Macht und Recht in den internationalen Beziehungen • Rechtsextremismus im Fokus von Politikwissenschaft und Politischer Bildung Die Zielgruppen Lehrende, Forschende und Studierende der Politikwissenschaft und Politikdidaktik Die Herausgeber Prof. Dr. Monika Oberle ist Professorin für Politikwissenschaft/Didaktik der Politik an der Universität Göttingen. Prof. Dr. Georg Weißeno ist Professor für Didaktik der Politikwissenschaft an der PH Karlsruhe
    Abstract: Politikdidaktische Theoriebildung - eine wissenschaftstheoretische Orientierung -- Politikwissenschaft als Bezugsdisziplin der Politischen Bildung -- Erfüllt das Kontroversitätsprinzip Merkmale einer politikdidaktischen Theorie? -- Argumentationstheorie für Politische Theorie und Politikdidaktik -- Modell der politischen Urteilsfähigkeit - eine Dimension der Politikkompetenz -- Politikwissenschaftliche Mikroanalyse und Politische Bildung -- Demokratie lernen? Politische Bildung aus Sicht der empirischen Kulturforschung -- Zoon Politikon im Standby-Modus? Zur Aktivierung politischen Interesses, politischen Wissens und politischer Partizipation durch politische Sozialisation, formale Schulbildung und soziales Kapital -- Politische Partizipation als Element der Demokratietheorie in Politikwissenschaft und Politikdidaktik -- Europa als Fachkonzept und als Thema des Schulunterricht -- Politikwissenschaft und kompetenzorientierte politische Bildung: Macht und Recht in den internationalen Beziehungen -- Rechtsextremismus im Fokus von Politikwissenschaft und Politischer Bildung
    DOI: 10.1007/978-3-658-07246-9
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  • 8
    Online Resource
    Online Resource
    Pierre Bourdieu: Pädagogische Lektüren (2017)
    Wiesbaden : Springer VS
    Show associated volumes/articles
    Details
    ISBN: 9783531189048
    Language: German
    Pages: 1 Online-Ressource (VII, 365 Seiten)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Pierre Bourdieu: Pädagogische Lektüren
    DDC: 370.1
    RVK:
    CI 5571
    RVK:
    DF 2000
    RVK:
    DU 1000
    RVK:
    MQ 3071
    Keywords: Education ; Education ; Education Philosophy ; Bildungsforschung ; Habitus ; Paperback / softback ; Pädagogik ; Soziologie ; Ungleichheit ; Aufsatzsammlung ; Aufsatzsammlung ; Bourdieu, Pierre 1930-2002 ; Rezeption ; Pädagogik ; Ausgrenzung ; Chancengleichheit ; Bildungsforschung ; Bourdieu, Pierre 1930-2002 ; Rezeption ; Pädagogik ; Bourdieu, Pierre 1930-2002 ; Ausgrenzung ; Chancengleichheit ; Bildungsforschung
    Abstract: Die praxistheoretische Neufassung zentraler erziehungs- und bildungstheoretischer Fragestellungen, die derzeit von vielen Vertreter/innen der Erziehungswissenschaft betrieben wird, verdankt den Arbeiten Pierre Bourdieus wichtige Anregungen. Dieser theoretischen Neuorientierung der Erziehungswissenschaft korrespondiert ein vitales Interesse von Kolleg/innen aus benachbarten Disziplinen, die an verwandten Fragestellungen arbeiten. Das Buch gibt einen Einblick in diesen hochdynamischen, disziplinübergreifenden Forschungszusammenhang. Beigetragen haben dazu neben Vertreter/innen der Erziehungswissenschaft auch solche aus der Soziologie, der Philosophie, der Kultur- und Sportwissenschaft. Der Inhalt Institutionen analysieren • Differenzen denken • Konzepte weiterentwickeln • Bildungstheorie treiben Die Zielgruppen Erziehungs- und Bildungswissenschaftler/innen Die Herausgeber Dr. Markus Rieger-Ladich ist als Professor und Direktor des Instituts für Erziehungswissenschaft an der Eberhard Karls Universität Tübingen tätig. Dr. Christian Grabau ist wissenschaftlicher Mitarbeiter am Institut für Erziehungswissenschaft der Eberhard Karls Universität Tübingen
    DOI: 10.1007/978-3-531-18904-8
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  • 9
    Online Resource
    Online Resource
    Konzepte von Demokratie bei Schülerinnen und Schülern : Erfassung von Veränderungen politischen Wissens mit Concept-Maps (2017)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658183929
    Language: German
    Pages: 1 Online-Ressource (XIV, 310 Seiten)
    Edition: Springer eBook Collection. Social Science and Law
    Series Statement: Empirische Forschung in den gesellschaftswissenschaftlichen Fachdidaktiken
    Parallel Title: Erscheint auch als Hahn-Laudenberg, Katrin Konzepte von Demokratie bei Schülerinnen und Schülern
    Dissertation note: Dissertation Pädagogische Hochschule, Karlsruhe 2016
    DDC: 370
    RVK:
    MB 2570
    Keywords: Education ; Democracy ; Assessment ; Hochschulschrift ; Politischer Unterricht ; Demokratie ; Schüler ; Wissen
    Abstract: Die Studie von Katrin Hahn-Laudenberg zeigt die Möglichkeiten zur Erfassung konzeptuellen politischen Wissens und seiner Veränderungen mit Concept-Maps sowie mit Multiple-Choice-Tests. Darüber hinaus prüft die Autorin den Einsatz von Concept-Maps für das Erkennen typischer Alltagsvorstellungen zur Demokratie in Deutschland. Grundlegendes Wissen zu Demokratie ist eine wichtige Voraussetzung, um politische Entwicklungen und Entscheidungen verstehen zu können und sich an demokratischen Prozessen zu beteiligen. Der Inhalt Wissen und Einstellungen als Dimensionen der Politikkompetenz Concept-Maps als Methode zur Erfassung konzeptuellen Wissens Analyse der Wissensveränderung Was beeinflusst politisches Wissen? Zum Verhältnis von politischem Wissen und politischer Unterstützung Alltagsvorstellungen zum parlamentarischen Regierungssystem Die Zielgruppen Dozierende und Studierende der Politikdidaktik, empirischen Bildungsforschung und Politikwissenschaft Lehrkräfte in der schulischen und außerschulischen politischen Bildung Die Autorin Katrin Hahn-Laudenberg hat an der Pädagogischen Hochschule Karlsruhe promoviert und ist jetzt wissenschaftliche Mitarbeiterin in der Arbeitsgruppe Educational Research and Schooling an der Universität Duisburg-Essen
    Abstract: Wissen und Einstellungen als Dimensionen der Politikkompetenz -- Concept-Maps als Methode zur Erfassung konzeptuellen Wissens -- Analyse der Wissensveränderung -- Was beeinflusst politisches Wissen? -- Zum Verhältnis von politischem Wissen und politischer Unterstützung -- Alltagsvorstellungen zum parlamentarischen Regierungssystem
    DOI: 10.1007/978-3-658-18392-9
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  • 10
    Online Resource
    Online Resource
    Junge Menschen sprechen mit sterbenden Menschen : Eine Typologie (2016)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658123178
    Language: German
    Pages: Online-Ressource (X, 171 S. 18 Abb, online resource)
    Edition: 1. Aufl. 2016
    Series Statement: Palliative Care und Forschung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Junge Menschen sprechen mit sterbenden Menschen
    RVK:
    CC 7264
    Keywords: Education ; Political communication ; Medical education ; Social sciences ; Education ; Political communication ; Medical education ; Social sciences ; Tod ; Jugend ; Einstellung ; Gespräch ; Sterbender ; Projekt
    Abstract: Typenbildung in der empirischen Sozialforschung -- Das Diskursprojekt „30 junge Menschen sprechen mit sterbenden Menschen …“ -- Erfahrungsbasierte Einstellungsänderungen junger Menschen zum Lebensende.
    Abstract: Die AutorInnen stellen eine existenzphilosophische Untersuchung in den Mittelpunkt: Was bedeutet es für das Leben des lebenden Menschen, dass er eines Tages sterben muss? Sie haben zu diesem Zweck ermittelt, wie sich die Einstellung junger Menschen zur Endlichkeit des eigenen Lebens durch Gespräche mit einem sterbenden Menschen ändert. Die Forschungsergebnisse zeigen, worin der existenzielle Sinn des Faktums der Endlichkeit für das Leben besteht. Der Inhalt Typenbildung in der empirischen Sozialforschung Das Diskursprojekt „30 junge Menschen sprechen mit sterbenden Menschen …“ Erfahrungsbasierte Einstellungsänderungen junger Menschen zum Lebensende Die Zielgruppen Dozierende und Studierende der Gesundheits- sowie Pflegewissenschaften, Palliativmedizin und WissenschaftlerInnen der Palliative Care Die HerausgeberInnen Prof. Dr. Martin W. Schnell (M.A.), Lehrstuhlinhaber für Sozialphilosophie und Ethik sowie Direktor des Instituts für Ethik und Kommunikation im Gesundheitswesen (IEKG), Universität Witten/Herdecke. Dr. Christian Schulz (MSc), Oberarzt und stellvertretender Leiter des Interdisziplinären Zentrums für Palliativmedizin, Universitätsklinikum der Heinrich-Heine Universität, Düsseldorf. Prof. Dr. Udo Kuckartz, Institut für Erziehungswissenschaften, Philipps-Universität Marburg. Christine Dunger (MSc), wiss. Mitarbeiterin am Lehrstuhl für Sozialphilosophie und Ethik sowie Mitarbeiterin am Institut für Ethik und Kommunikation im Gesundheitswesen (IEKG), Universität Witten/Herdecke.
    DOI: 10.1007/978-3-658-12317-8
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  • 11
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    Digitale Medien in der politischen Bildung : Anforderungen und Zugänge an das Politik-Verstehen im 21. Jahrhundert (2016)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658130435
    Language: German
    Pages: Online-Ressource (XI, 188 S. 5 Abb, online resource)
    Series Statement: Politische Bildung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Hauk, Dennis, 1984 - Digitale Medien in der politischen Bildung
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    Keywords: Education ; Political communication ; Teaching ; Instruction. ; Learning. ; Education ; Political communication ; Teaching ; Digitale Medien ; Kommunikationskultur ; Politikunterricht ; Politische Bildung ; Wirkungsforschung ; Hochschulschrift ; Neue Medien ; Politische Bildung
    Abstract: Journalistische Nachrichtenportale in Gesellschaft, Politik und Unterricht -- Konzeptioneller Zugang für das politische Lehren und Lernen in der digitalen Mediengesellschaft -- Empirische Wirkungsstudie und unterrichtspraktische Hinweise.
    Abstract: Diese Publikation liefert einen neuen konzeptionellen Zugang für den Einsatz digitaler Medien im Politikunterricht. Am Beispiel der journalistischen Nachrichtenportale werden die politikdidaktischen Potentiale dargestellt und anhand einer qualitativen Wirkungsstudie empirisch überprüft. Mit praktischen Unterrichtsbausteinen und -methoden werden Lehrende zudem praxisnah auf die Anwendung im Politikunterricht vorbereitet. Der Inhalt Journalistische Nachrichtenportale in Gesellschaft, Politik und Unterricht Konzeptioneller Zugang für das politische Lehren und Lernen in der digitalen Mediengesellschaft Empirische Wirkungsstudie und unterrichtspraktische Hinweise Die Zielgruppen Wissenschaftler, Dozierende und, Studierende der Politikwissenschaft, Politikdidaktik und Pädagogik Wissenschaftler aus o.g. Bereichen sowie Lehrer der politischen Bildung Der Autor Dr. Dennis Hauk war wissenschaftlicher Mitarbeiter am Institut für Politikwissenschaft der Friedrich-Schiller-Universität Jena. Er arbeitet derzeit als Lehrer an einem Gymnasium in Apolda.
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-658-13043-5
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  • 12
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    Wirtschaft im Politikunterricht : Ökonomie, ökonomische Bildung und Institutionenökonomik (2016)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658105792
    Language: German
    Pages: 1 Online-Ressource (XIV, 214 Seiten) , Diagramme
    Series Statement: Politische Bildung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Piller, Steffen Markus, 1975 - Wirtschaft im Politikunterricht
    Parallel Title: Erscheint auch als Piller, Steffen Markus, 1975 - Wirtschaft im Politikunterricht
    Dissertation note: Dissertation Universität Jena 2014
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    Keywords: Education ; Political economy ; Teaching ; Economic history ; Education ; Economics Methodology ; Hochschulschrift ; Politischer Unterricht ; Wirtschaft
    Abstract: Politische und ökonomische Bildung -- Die Besonderheiten ökonomischer Aspekte -- Institutionenökonomische Bildung.
    Abstract: Der Autor verfolgt das Ziel, das Perspektiventableau für die Lernprozesse in der politischen Bildung zu erweitern. Das Buch stellt heraus, inwieweit politikwissenschaftliche Gegenstände auch unter ökonomischen Aspekten analysiert und beurteilt werden können. Anhand der gegebenen Verschränkungen von Politik und Wirtschaft und mittels ausgewählter wirtschaftsdidaktischer Forschungsfelder wird die politikdidaktische Verwertbarkeit ökonomischer Aspekte untersetzt. Eine Debatte um den homo oeconomicus sowie eine Diskussion zum Anliegen des Beutelsbacher Konsenses runden diese Untersuchungen ab. Auf theoretisch konzeptioneller Basis und mit Bezug auf Unterrichtsbeispiele wird gezeigt, dass vor allem die Neue Politische Ökonomie und die Neue Institutionenökonomik eine „Gelenkstelle par excellence“ zwischen politischer und ökonomischer Bildung verkörpern. Der Inhalt Politische und ökonomische Bildung Die Besonderheiten ökonomischer Aspekte Institutionenökonomische Bildung Die Zielgruppen Dozierende, Studierende der Bereiche Politik- und/oder Wirtschaftsdidaktik Lehrer, Referendare für Fächer der ökonomischen und/oder politischen Bildung Der Autor Dr. phil. Steffen Markus Piller, Dipl.-Volkswirt, ist Schulleiter an einer staatlich anerkannten Berufsschule eines namhaften freien Schulträgers, unterrichtet hier Wirtschaft und Politik in Fächern der Berufs- und Fachschulen und ist Lehrbeauftragter an der Universität Jena.
    Description / Table of Contents: Politische und ökonomische BildungDie Besonderheiten ökonomischer Aspekte -- Institutionenökonomische Bildung.
    DOI: 10.1007/978-3-658-10579-2
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  • 13
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    Von realen Leben und politischer Wirklichkeit : Grundlegung einer biographiebasierten Politischen Bildung am Beispiel der DDR (2016)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658134501
    Language: German
    Pages: Online-Ressource (XV, 587 S. 24 Abb, online resource)
    Edition: 1. Aufl. 2016
    Series Statement: Politische Bildung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Partetzke, Marc, 1984 - Von realen Leben und politischer Wirklichkeit
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    Keywords: Geschichte ; Social groups ; Education ; Teaching ; Childhood ; Adolescence ; Learning. ; Instruction. ; Education ; Teaching ; Childhood ; Adolescence ; Social groups ; Biografieforschung ; Politische Bildung ; Politischer Unterricht ; Deutschland ; Hochschulschrift ; Politische Bildung ; Biografieforschung
    Abstract: Das Gegenstandsfeld der Biographieforschung -- Die Peripherie des Gegenstandsfeldes -- Der biographisch-personenbezogene Ansatz in der Politischen Bildung -- Die Politikdidaktische (Auto-)Biographieforschung.
    Abstract: Die vorliegende Arbeit zeigt, dass und wie sich der biographisch-personenbezogene Ansatz als eine neue politikdidaktische Lehr-Lern-Strategie begründen lässt. Gezeigt wird ferner, dass sich als Folge und Voraussetzung dieser Begründung gleichermaßen ein neues politikdidaktisches Forschungs- und Arbeitsfeld zu konstituieren hat: die politikdidaktische (Auto-)Biographieforschung. Sodann werden am Beispiel der ehemaligen DDR wesentliche, der mit diesem Feld verbundenen Arbeitsschritte präsentiert, deren Ergebnisse schließlich in Biographien als der materiellen Grundlage des hier präsentierten Ansatzes sowie als politikdidaktisch aufbereitete Medien – also als politikdidaktische Interventionen – zusammengeführt werden. Der Inhalt Das Gegenstandsfeld der Biographieforschung Die Peripherie des Gegenstandsfeldes Der biographisch-personenbezogene Ansatz in der Politischen Bildung Die Politikdidaktische (Auto-)Biographieforschung Die Zielgruppen Forschende, Lehrende und Studierende in der Politik- und Geschichtsdidaktik LehrerInnen, ReferendarInnen und andere PraktikerInnen der Politischen Bildung Der Autor Dr. phil. Marc Partetzke ist Lektor für Politikwissenschaft und ihre Didaktik am Zentrum für die Didaktiken der Sozialwissenschaften der Universität Bremen (ZeDiS). Forschungs- und Arbeitsschwerpunkte: Hermeneutische Politikdidaktik, Politische Kultur und Politische Bildung, Politikdidaktische Ansätze und Prinzipien.
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-658-13450-1
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  • 14
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    Jugend und Politik : politische Bildung und Beteiligung von Jugendlichen (2016)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658091453
    Language: German
    Pages: 1 Online-Ressource (VIII, 528 Seiten) , Diagramme
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Jugend und Politik
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    Keywords: ducation and state ; Education ; Educational policy ; Education and state. ; Education ; Educational policy ; Education and state ; Aufsatzsammlung ; Jugend ; Politische Bildung ; Politische Beteiligung ; Europa ; Jugend ; Jugendpolitik ; Politische Beteiligung ; Schüler ; Politisches Interesse ; Politischer Unterricht ; Sekundarstufe ; Projektunterricht ; Demokratie
    Abstract: Jugend und Politik im Wandel -- Theoretische Ansätze: psychologische, soziologische, erziehungswissenschaftliche, schuldemokratische, medienwissenschaftliche und verfassungsrechtliche Aspekte -- Forschungsergebnisse -- Beteiligungsmodelle: Kinder- und Jugendwahlrecht, Kinder- und Jugendbeiräte, -foren und -parlamente, Kinder- und Jugendbeauftragte -- Bilanz -- Perspektiven der Jugendpolitik.
    Abstract: Selten wird ein Thema seit Ende der 1990er Jahre so intensiv diskutiert wie die politische Bildung und Beteiligung von Jugendlichen. Seither wird der Frage nachgegangen, welche Möglichkeiten der politischen Partizipation Jugendlichen eingeräumt werden sollen. Die ‚Bilanzierung‘ und ‚Perspektiven‘ der politischen Bildung und Beteiligung Jugendlicher bilden den Schwerpunkt des Bandes, um sowohl das Verhältnis Jugendlicher zur Politik heute neu zu bestimmen als auch einen systematischen Vergleich vorzunehmen und damit weitere Impulse für die Entwicklung der künftigen Jugendpolitik zu gewinnen. Der Inhalt Jugend und Politik im Wandel Theoretische Ansätze: psychologische, soziologische, erziehungswissenschaftliche, schuldemokratische, medienwissenschaftliche und verfassungsrechtliche Aspekte Forschungsergebnisse Beteiligungsmodelle: Kinder- und Jugendwahlrecht, Kinder- und Jugendbeiräte, -foren und -parlamente, Kinder- und Jugendbeauftragte Bilanz Perspektiven der Jugendpolitik Die Zielgruppen · Dozierende und Studierende der Erziehungs-, Bildungs- und Sozialwissenschaften · Pädagoginnen und Pädagogen sowie Mitarbeitende in den Jugendverbänden Die Herausgeber Aydin Gürlevik ist Wissenschaftlicher Mitarbeiter im Fachbereich Erziehungs- und Bildungswissenschaften an der Universität Bremen. Prof. Dr. Klaus Hurrelmann ist Senior Professor für Gesundheits- und Bildungspolitik an der Hertie School of Governance in Berlin. Prof. Dr. Christian Palentien ist Hochschullehrer im Fachbereich Erziehungs- und Bildungswissenschaften an der Universität Bremen.
    Note: Literaturangaben
    DOI: 10.1007/978-3-658-09145-3
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  • 15
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    Politikunterricht verstehen und gestalten (2016)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658118594
    Language: German
    Pages: 1 Online-Ressource (VI, 218 Seiten)
    Series Statement: Politische Bildung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als Politikunterricht verstehen und gestalten
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    Keywords: Political Science and International Relations ; Political science ; Education ; Political science ; Education ; Aufsatzsammlung ; Politischer Unterricht ; Wissensvermittlung ; Fachdidaktik
    Abstract: Forschungsperspektiven und Arbeitsbereiche hermeneutischer Politikdidaktik -- „Bürgerexistenz und Freiheitsordnung“ – Existenzphilosophische Erkundungen im Dienste der politischen Bildung / Skizze eines Forschungsvorhabens -- Internationale politische Situationen analysieren und beurteilen können -- Bild- und Symbollesekompetenz als grundlegende Aufgaben der politischen Bildung -- Politische Bildung im Dokumentartheater -- Fächerübergreifende Verstehenskonzepte im Bereich Politik/Wirtschaft -- Politische Selbstbilder rekonstruieren. Politikdidaktische Forschung mit der Dokumentarischen Methode -- „Es ist doch scheißegal“ – Diskursive Auseinandersetzungen über die Volksinitiative „Strom ohne Atom“ -- Literatur und politische Bildung. Empirische Indizien zum narrativen Ansatz am Beispiel -- Emotion und Kognition in der Politische Bildung – Überlegungen aus emotionstheoretischer Sicht -- Subjektivität im Forschungsprozess. Reflexion der eigenen Standortgebundenheit.
    Abstract: Die Beiträge des Sammelbandes beschäftigen sich mit dem Verstehen der politischen Realität. Dabei werden unterrichtspraktische Wege aufgezeigt, die Verstehensprozesse bei Lernenden ermöglichen sollen. Die Aufgabe von Lehrenden ist es jedoch nicht nur, das Verstehen anzubahnen, sondern auch die tatsächlich ablaufenden Verstehensvorgänge zu rekonstruieren. Deshalb stellen die Autoren auch Aspekte der Rekonstruktion politischen Verstehens vor. Der Inhalt · „Bürgerexistenz und Freiheitsordnung“ · Existenzphilosophische Erkundungen im Dienste der politischen Bildung · Internationale politische Situationen analysieren und beurteilen können · Bild- und Symbollesekompetenz als grundlegende Aufgaben der politischen Bildung · Politische Bildung im Dokumentartheater · Fächerübergreifende Verstehenskonzepte im Bereich Politik/Wirtschaft · Politikdidaktische Forschung mit der Dokumentarischen Methode · Diskursive Auseinandersetzungen über die Volksinitiative „Strom ohne Atom“ · Literatur und politische Bildung · Emotion und Kognition in der Politische Bildung · Vom Nutzen der Dokumentarischen Methode · Subjektivität im Forschungsprozess Die Zielgruppen Politiklehrer, politische Bildner, Lehrende und Studierende der politischen Bildung, Politikdidaktiker, Erziehungswissenschaftler Die Herausgeber Dr. Carl Deichmann war Professor für Didaktik der Politik an der Friedrich-Schiller-Universität Jena. Dr. Michael May ist Professor für Didaktik der Politik, Institutsdirektor und Leiter der Abteilung Lehrerbildung am Zentrum für Lehrerbildung und Bildungsforschung an der Friedrich-Schiller-Universität Jena.
    DOI: 10.1007/978-3-658-11859-4
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  • 16
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    Partizipation von Kindern und Jugendlichen : Formen, Bedingungen sowie Möglichkeiten der Mitwirkung und Mitbestimmung in der Schweiz (2016)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658109912
    Language: German
    Pages: 1 Online-Ressource (244 Seiten) , Illustrationen
    Edition: 1. Auflage
    Edition: Springer eBook Collection. Social Science and Law
    Series Statement: Kinder, Kindheiten und Kindheitsforschung Band 15
    Series Statement: Kinder, Kindheiten, Kindheitsforschung
    Parallel Title: Erscheint auch als Rieker, Peter, 1962 - Partizipation von Kindern und Jugendlichen
    DDC: 372.21
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    Keywords: Education ; Educational policy ; ducation and state ; Child development ; Schweiz ; Kind ; Jugend ; Politische Beteiligung ; Politische Sozialisation
    Abstract: Im Zentrum dieser Studie stehen Partizipationsmöglichkeiten, die Kindern und Jugendlichen in Familie, Schule und Gemeinde zur Verfügung stehen. In den verschiedenen Bereichen sind die Umsetzungen von Mitwirkung und Mitbestimmung durch unterschiedliche Spannungsverhältnisse gekennzeichnet und werden von den beteiligten Akteuren unterschiedlich bewertet. Die multimethodisch und multiperspektivisch angelegte Studie geht auf die Bedingungen und die Dynamiken von Partizipation von Kindern und Jugendlichen ein und identifiziert Herausforderungen, die sich in den verschiedenen Kontexten des Aufwachsens in Hinblick auf Beteiligung zeigen. Der Inhalt Forschungs- und Diskussionsstand zu Partizipation von Kindern und Jugendlichen Methodologie und methodisches Vorgehen Ausprägungen und Bedingungen von Partizipation - quantitative Ergebnisse Konstitutionsmomente von Partizipation - qualitative Ergebnisse Zusammenfassung und Diskussion Die Zielgruppen ErziehungswissenschaftlerInnen SozialwissenschaftlerInnen PädagogInnen Fachkräfte der Kinder- und Jugendhilfe Die AutorInnen Dr. Peter Rieker ist Professor für außerschulische Bildung und Erziehung an der Universität Zürich. Rebecca Mörgen und Anna Schnitzer sind wissenschaftliche Assistentinnen am Institut für Erziehungswissenschaft an der Universität Zürich. Dr. Holger Stroezel ist wissenschaftlicher Mitarbeiter am Institut für Kriminologie und am Institut für Erziehungswissenschaft an der Eberhard-Karls-Universität Tübingen
    Description / Table of Contents: Forschungs- und Diskussionsstand zu Partizipation von Kindern und JugendlichenMethodologie und methodisches Vorgehen -- Ausprägungen und Bedingungen von Partizipation - quantitative Ergebnisse -- Konstitutionsmomente von Partizipation - qualitative Ergebnisse -- Zusammenfassung und Diskussion. .
    Note: Literaturverzeichnis: Seite 199-203
    DOI: 10.1007/978-3-658-10991-2
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  • 17
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    Revisiting Multiculturalism in Canada : Theories, Policies and Debates (2015)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789463002080
    Language: English
    Pages: Online-Ressource (VI, 346 p, online resource)
    Series Statement: Transnational Migration and Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Revisiting multiculturalism in Canada
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    Keywords: Multiculturalism ; Ethnic relations ; Group identity ; Youth ; Education ; Education ; Kanada ; Multikulturelle Gesellschaft
    Abstract: Preliminary Material /Shibao Guo and Lloyd Wong -- Revisiting Multiculturalism in Canada /Lloyd Wong and Shibao Guo -- The Three Lives of Multiculturalism /Will Kymlicka -- Intercultural Relations in Plural Societies /John W. Berry -- A Canadian Anomaly? /Elke Winter -- Multiculturalism and Ethnic Pluralism in Sociology /Lloyd Wong -- Multiculturalism and Egalitarianism /Sourayan Mookerjea -- Canadian Multiculturalism in the 21st Century /Ho Hon Leung -- Rethinking Multiculturalism in Canada /Shibao Guo and Yan Guo -- Canadian Jews, Dual/Divided Loyalties, and the Tebbit “Cricket” Test /Morton Weinfeld -- Yiddish and Multiculturalism /Rebecca Margolis -- Canadians under Suspicion /Kalyani Thurairajah -- Multiculturalism and the Forging of Identities by Lebanese-Origin Youth in Halifax /Evangelia Tastsoglou and Sandy Petrinioti -- Multiculturalism as an Integrational Policy /Dan Cui -- “And He Was Dancing Like No Tomorrow” /Carl E. James and Selom Chapman-Nyaho -- Critical and Emerging Discourses in Multicultural Education Literature /Anna Kirova -- Multiculturalism and Minority Religion in Public Schools /Yan Guo -- From Integration to Empowerment /Johanne Jean-Pierre and Fernando Nunes -- Further Unpacking Multiculturalism in the Classroom /Mariusz Galczynski , Vilelmini Tsagkaraki and Ratna Ghosh -- Beyond Multiculturalism /Augie Fleras -- Notes on Contributors /Shibao Guo and Lloyd Wong -- Index /Shibao Guo and Lloyd Wong.
    Abstract: In 1971 Canada was the first nation in the world to establish an official multiculturalism policy with an objective to assist cultural groups to overcome barriers to integrate into Canadian society while maintaining their heritage language and culture. Since then Canada’s practice and policy of multiculturalism have endured and been deemed as successful by many Canadians. As well, Canada’s multiculturalism policy has also enjoyed international recognition as being pioneering and effectual. Recent public opinion suggests that an increasing majority of Canadians identify multiculturalism as one of the most important symbols of Canada’s national identity. On the other hand, this apparent successful record has not gone unchallenged. Debates, critiques, and challenges to Canadian multiculturalism by academics and politicians have always existed to some degree since its policy inception over four decades ago. In the current international context there has been a growing assault on, and subsequent retreat from, multiculturalism in many countries. In Canada debates about multiculturalism continue to emerge and percolate particularly over the past decade or so. In this context, we are grappling with the following questions: • What is the future of multiculturalism and is it sustainable in Canada? • How is multiculturalism related to egalitarianism, interculturalism, racism, national identity, belonging and loyalties? • What role does multiculturalism play for youth in terms of their identities including racialization? • How does multiculturalism play out in educational policy and the classroom in Canada? These central questions are addressed by contributions from some of Canada’s leading scholars and researchers in philosophy, psychology, sociology, history, education, religious studies, youth studies, and Canadian studies. The authors theorize and discuss the debates and critiques surrounding multiculturalism in Canada and include some very important case studies to show how multiculturalism is practiced and contested in contemporary Canadian society
    Description / Table of Contents: Theorizing and Debating MulticulturalismThe Three Lives of Multiculturalism -- Intercultural Relations in Plural Societies: Research Derived from Canadian Multiculturalism Policy -- A Canadian Anomaly? The Social Construction of Multicultural National Identity -- Multiculturalism and Ethnic Pluralism in Sociology: An Analysis of the Fragmentation Position Discourse -- Multiculturalism and Egalitarianism -- Canadian Multiculturalism in the 21st Century: Emerging Challenges and Debates -- Section II: Multiculturalism, Ethnicity and Belonging -- Rethinking Multiculturalism in Canada: Tensions between Immigration, Ethnicity and Minority Rights -- Canadian Jews, Dual/Divided Loyalties, and the Tebbit “Cricket” Test -- Yiddish and Multiculturalism: A Marriage Made in Heaven? -- Canadians under Suspicion: Sri Lankan Tamil Diasporic Community as a Suspect Minority Group -- Section III: Youth, Identity and Racialization -- Multiculturalism and the Forging of Identities by Lebanese-Origin Youth in Halifax -- Multiculturalism as an Integrational Policy: Lessons from Second Generation Racialized Minorities -- “And He Was Dancing Like No Tomorrow”: Police and Youth “Getting to Know” Each Other -- Section IV: Multicultural Education -- Critical and Emerging Discourses in Multicultural Education Literature: An (Updated) Review -- Multiculturalism and Minority Religion in Public Schools: Perspectives of Immigrant Parents -- From Integration to Empowerment: Multicultural Education in the Board of Education of the City of Toronto, from 1960 to 1975 -- Further Unpacking Multiculturalism in the Classroom: Continuing to Explore the Politics of Difference through Current Events -- Section V: Future of Multiculturalism -- Beyond Multiculturalism: Managing Complex Diversities in a Postmulticultural Canada -- Notes on Contributors -- Index.
    DOI: 10.1007/978-94-6300-208-0
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  • 18
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    Philosophy of Music Education Challenged: Heideggerian Inspirations : Music, Education and Personal Development (2015)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9789401793193
    Language: English
    Pages: Online-Ressource (X, 256 p. 6 illus., 3 illus. in color, online resource)
    Series Statement: Landscapes: the Arts, Aesthetics, and Education 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Philosophy of music education challenged
    RVK:
    CI 2617
    Keywords: Education ; Education ; Education Philosophy ; Aufsatzsammlung ; Heidegger, Martin 1889-1976 ; Musik ; Pädagogik ; Bildung ; Heidegger, Martin 1889-1976 ; Musik ; Pädagogik ; Bildung
    Abstract: This volume offers key insights into the crisis of legitimization that music as a subject of arts education seems to be in. Music as an educational subject is under intense pressure, both economically, due to the reduction of education budgets, as well as due to a loss of status with policy makers. The contributions in this book illuminate Martin Heidegger’s thinking as a highly cogent theoretical framework for understanding the nature and depth of this crisis. The contributors explore from various angles the relationship between the pressure on music education and the foundations of our technical and rationalized modern society, and lead the way on the indispensable first steps towards reconnecting the cultural practices of education with music and its valuable contributions to personal development
    Description / Table of Contents: Introduction: An Ontological Turn in the Field of Music and Music EducationPart I Technical Rationality and Nihilism -- 1. Musings of Heidegger: Arts Education and the Mall as a ‘debased’ (Dreyfus) work of Art -- 2. The Intrinsic Value of Musical Experience. A Rethinking: Why and How? -- 3. Ways of Revealing: Music Education Responses to Music Technology -- 4. Towards an Ontological Turn in Music Education with Heidegger’s Philosophy of being and his Notion of Releasement -- Part II Music and Being -- 5. Body - Music - Being: Making Music as Bodily Being in the World -- 6. Music as Art - Art as Being - Being as Music: A Philosophical Investigation into how Music Education can Embrace a Work of Art Based on Heidegger’s Thinking -- Part III Musical Experience -- 7. Music, Truth and Belonging: Listening with Heidegger -- 8. The Phenomenology of Music: Implications for Teenage Identities and Music Education -- 9. Music Education as a Dialogue between the Outer and the Inner: A Jazz Pedagogue’s Philosophy of Music Education -- 10. Pendulum Dialogues and the Re-enchantment of the World -- Part IV Bildung and Truth -- 11. Revisiting the Cave: Heidegger’s Reinterpretation of Plato’s Allegory with Reference to Music Education -- 12. From Heidegger to Dufrenne and Back: Bildung Beyond Subject and Object in Art Experience -- 13. Practice as Self-exploration -- 14. Art and ‘Truth’: Heidegger’s Ontology in Light of Ernst Bloch’s Philosophy of Hope and Hans-Georg Gadamer’s Play-metaphor. Three Impulses for a New Perspective of Musical Bildung.
    DOI: 10.1007/978-94-017-9319-3
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  • 19
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    Online Resource
    Heidegger, Žižek and Revolution (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096837
    Language: English
    Pages: Online-Ressource (VIII, 158 p, online resource)
    Series Statement: Perspectives of Critical Theory and Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Heidegger, Žižek and Revolution
    RVK:
    CI 2617
    RVK:
    CI 7751
    Keywords: Revolutionaries ; Liberalism ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Metaphysics is Politics -- Heidegger on Revolution -- What is Wrong in Heidegger’s Revolution? -- Industrial Agriculture and Concentration Camps or the Will and Evil -- Žižek on a See-Saw -- Žižek and Heidegger Avec Means -- Bibliography.
    Abstract: Why did Martin Heidegger, the giant of continental philosophy, believe in 1933 that Hitler is the future of Europe? And why does Slavoj Žižek, “the most dangerous philosopher in the West”, support Heidegger’s right wing militancy? Heidegger and Žižek are not only erudite thinkers on human being but also incorrigible revolutionaries who even after the catastrophic failures of their favourite revolutions—the October revolution for Žižek and the National Socialist revolution for Heidegger—want to overcome capitalism; undemocratically, if necessary. The two share a spirited and sophisticated rejection of the liberalist worldview and the social order based on it. The problem is not that liberalism is factually wrong, but rather that it is ethically bad. Both argue for building and educating a new collective based on human finitude and communality. In the tradition of the Enlightenment, Žižek advocates a universalist revolution, whereas Heidegger sees the transformation rooted in particular historical existence, inviting a bewildering array of mutually exclusive criticisms and apologies of his view. The crisis that Heidegger and Žižek want to address is still here, but their unquestioned Europocentrism sets a dark cloud over the whole idea of revolution
    Description / Table of Contents: CONTENTS; ACKNOWLEDGEMENTS; CHAPTER 1:INTRODUCTION; A REVOLUTION, AFTER ALL?; RADICAL HEIDEGGER AS THE STARTING POINT; NOTES; CHAPTER 2:METAPHYSICS IS POLITICS; TRUTH IS NOT NEUTRAL; HEIDEGGER AND ŽIŽEK IN EVERYDAY POLITICS; HEIDEGGERIAN MARXISM AND ŽIŽEK AS THE NEW MARCUSE?; THE PROBLEM WITH THE LIBERAL SUBJECT; NOTES; CHAPTER 3:HEIDEGGER ON REVOLUTION; THE SUBJECT, THE WORKER, THE POLIS; "NUR NOCH DIE JUGEND KANN UNS RETTEN"; HEIDEGGER'S STEP AND ITS DIRECTION; NOTES; CHAPTER 4:WHAT IS WRONG IN HEIDEGGER'S REVOLUTION?; A SMALL MAN LIVING IN HARD TIMES
    Description / Table of Contents: THE LIBERAL CRITICISM: TOO MUCH POSTMODERNISMDECISIONISM; THE FRENCH CRITIQUES: TOO LITTLE POSTMODERNISM; NAZISM AS ANTICOMMUNISM; NAZISM AS ASUBJECTIVE NATIONAL EXPERIENCE; THE TYPICAL MARXIST CRITIQUE; ŽIŽEK›S UNTYPICAL MARXIST CRITIQUE AND PRAISE; NOTES; CHAPTER 5:INDUSTRIAL AGRICULTURE AND CONCENTRATION CAMPS OR THE WILL AND EVIL; NOTES; CHAPTER 6:ŽIŽEK ON A SEE-SAW; NOTES; CHAPTER 7:ŽIŽEK AND HEIDEGGER AVEC MEANS; NOTES; BIBLIOGRAPHY
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-683-7
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  • 20
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    Humor, Laughter and Human Flourishing : A Philosophical Exploration of the Laughing Animal (2014)
    Cham : Springer International Publishing
    Details
    ISBN: 9783319008349
    Language: English
    Pages: Online-Ressource (XIII, 100 p, online resource)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Gordon, Mordechai Humor, laughter and human flourishing
    RVK:
    CC 6600
    Keywords: Education ; Education ; Education Philosophy ; Humor ; Philosophie ; Humor ; Philosophie
    Abstract: This book is a philosophical investigation of the significance of humor and laughter, examining its relation to other human phenomena including truth, nihilism, dreams, friendship, intimacy, aesthetic experience, self-transcendence and education. The author addresses the relative neglect of humor and laughter among philosophers of education with this volume, where the focus is on the significance of humor and laughter for human flourishing. Central questions are threaded through this work: What does the study of humor and laughter bring to philosophy and specifically to philosophy of education? How is humorist thinking different from other modes of human knowing? What might happen if we were to respond to the absurdity of human existence with humor and laughter? What insights can be learned from a philosophical investigation of humor in relationship to other human phenomena such as dreams, friendship, intimacy, aesthetic experience and self-transcendence? And, finally, how can humor and laughter enhance human existence and flourishing? The author presents groundbreaking insights into what can be gained from a study of humor and laughter about human existence in general and flourishing in particular. This work will be of interest to philosophers, especially philosophers of education, as well as to teachers and educators. Its unique blend of philosophical investigation and humorous discourse is both a rigorous and accessible analysis of humor
    Description / Table of Contents: Contents; Introduction; 1 The Case for a Humorous Philosophy of Education; Abstract; 1.1…Introduction; 1.2…The Nature and Purpose of Humor; 1.3…Conflict Between Education and Humor; 1.4…Philosophy and Humor; 1.5…Humor and Philosophy of Education; 1.6…Conclusion; References; 2 Humor, Truth, and Human Existence; Abstract; 2.1…Introduction; 2.2…Is Humor a Human Phenomenon?; 2.3…Humorous Ways of Knowing; 2.4…Humor, Truth, and Absurdity; 2.5…Conclusion: Learning from Humor About Human Existence; References; 3 Camus' Struggle with the Absurd: Rebellion as a Response to Nihilism; Abstract
    Description / Table of Contents: 3.1…Introduction3.2…Camus' Conception of Nihilism; 3.3…Rebellion as a Response to Nihilism; 3.4…Rebellious Humor; 3.5…Rebellious Humor, Nihilism, and Education; References; 4 Freud, Dreams, and Humor: A Phenomenological Perspective; Abstract; 4.1…Introduction; 4.2…Freud's Theory; 4.3…Phenomenology and Psychoanalysis; 4.4…How we Experience Dreams and Humor?; 4.5…Dreams Versus Humor; 4.6…Dreams, Humor, and Human Existence; References; 5 Friendship, Intimacy, and Humor; Abstract; 5.1…Introduction; 5.2…Friendship; 5.3…Intimacy; 5.4…Humor; 5.5…Humor, Intimacy, and Friendship
    Description / Table of Contents: 5.6…Humor, Intimacy, and EducationReferences; 6 The Educational Significance of Aesthetic Humor; Abstract; 6.1…Introduction; 6.2…The Nature and Purpose of Aesthetic Experience; 6.3…Aesthetic Versus Non-Aesthetic Humor; 6.4…An Alternative Approach; 6.5…Caveats and Questions; 6.6…Aesthetic Humor and Education; References; 7 Learning to Laugh at Ourselves: Humor, Self-Transcendence, and the Cultivation of Moral Virtues; Abstract; 7.1…Introduction; 7.2…Laughing at Others; 7.3…Laughing at Ourselves; 7.4…Laughing at Ourselves, Self-Transcendence, and Moral Virtues
    Description / Table of Contents: 7.5…Laughing at Ourselves in Educational Encounters7.6…Conclusions and Caveats
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-319-00834-9
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  • 21
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    Politics of Anti-Racism Education: In Search of Strategies for Transformative Learning (2014)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9789400776272
    Language: English
    Pages: Online-Ressource (VIII, 239 p, online resource)
    Series Statement: Explorations of Educational Purpose 27
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Politics of anti-racism education
    RVK:
    DP 6120
    RVK:
    MB 2560
    Keywords: Education ; Education ; Aufsatzsammlung ; Antirassismus ; Erziehung
    Abstract: This collection of essays invites readers to think through critical questions concerning anti-racism education, such as: How does anti-racism education centre race as an analytic and simultaneously work with multiple sites of oppression, without reifying hierarchies of difference? How can anti-racism education be engaged to speak to historical questions of power and privilege, within conventional schooling practices? How do we recognize anti-racism education in its many iterations? In this book the authors explore the knowledge that constitutes anti-racism education and the ways in which knowledge constitutive of anti-racism education becomes embodied through particular pedagogues. The authors are anti-racism educators with experiences in diverse settings: the chapters cover various fields and socio-historic geographies, address contemporary educational issues, and are situated within personal-political, historical and philosophical conversations. Anti-racism education is a discursive stance and steeped in politics that shape and are shaped by everyday conversations, theories, and practices. The essays in this collection work through many of the possibilities and limitations of engaging in counter-hegemonic education for transformative learning. Readers will discover lived experiences, theory, practice and critical reflexivity
    Description / Table of Contents: Introduction to the Politics of Anti-Racism Education: In Search of Strategies for Transformative Learning, George J. Sefa Dei and Mairi McDermottI. Intersectional Analyses: Rethinking Anti-Racism Education, Masculinity and the Politics of Sexuality -- 1. A Prism of Educational Research and Policy: Anti-Racism and Multiplex Oppressions, George J. Sefa Dei -- 2. Homonormativity Inside Out: Reading Race and Sexuality Into an LGBT Film Festival Opening Gala, David Pereira -- 3. Progressive Discipline, Regressive Education: The Systematic Exclusion of Black Youth In and Through Expulsion Programs, Camisha Sibblis -- II. Policy and Curriculum: Questions of Whiteness, Aboriginal Education, Indigeneity -- 4. Moving Towards an Anti-Racism Curriculum, Chrissy Michelle Deckers -- 5. ‘Aboriginal Education’ in Teacher Education Curriculum: Moving Beyond Cultural Inclusion? Susanne Waldorf -- 6. Indigenous Education in Colonizing Space: Reflections on the Law, Education, and Indigenous Rights in Chile, Ximena Martínez Trabucco -- III. Representations: The Media, Discursive Authority and Counter Narratives -- 7. ‘You Make Our Lives Better’: Education and the Detention of Tamil Refugee Children, Gillian Philipupillai -- 8. The Single Story of Somalia and Media Misrepresentations, Hodan Yosuf -- 9. Multiculturalism: The Missing Bodies and Voices, Ayla Raza -- 10. To Speak, Know, Live and Feel ‘Asian’: For an Anti-Racism Approach to the Study of Asians in North America, Kenneth Huynh -- IV. Autoethnography: On Coalition Building, Identity & Belonging, and Decolonization -- 11. Honoring Gaswentah: A Racialized Settler’s Exploration of Responsibility and Mutual Respect as Coalition Building with First Peoples, Min Kuar -- 12. International Schooling and the Colonized Mind, Alexandra Arráiz Matute -- 13. (Re)Turning Home: An Exploration in the (Re)Claiming of Identity and Belonging,Theresa Smith -- 14. Mo(ve)ments of Affect: Towards an Embodied Pedagogy for Anti-Racism Education, Mairi McDermott.
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-7627-2
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  • 22
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    Aquinas, Education and the East (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400752610
    Language: English
    Pages: Online-Ressource (XIV, 192 p, digital)
    Series Statement: Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Aquinas, education and the East
    RVK:
    CE 4717
    Keywords: Philosophy (General) ; Philosophy, medieval ; Philosophy, modern ; Education Philosophy ; Philosophy ; Philosophy (General) ; Philosophy, medieval ; Philosophy, modern ; Education Philosophy ; Thomas, ; Aquinas, Saint, 1225?-1274 ; Education ; Philosophy ; Philosophy, Asian ; Civilization, Oriental ; Aufsatzsammlung ; Erziehung ; Thomas von Aquin, Heiliger 1225-1274 ; Östliche Philosophie
    Abstract: A confluence of scholarly interest has resulted in a revival of Thomistic scholarship across the world. Several areas in the investigation of St. Thomas Aquinas, however, remain under-explored. This volume contributes to two of these neglected areas. First, the volume evaluates the contemporary relevance of St. Thomas's views for the philosophy and practice of education. The second area explored involves the intersections of the Angelic Doctor’s thought and the numerous cultures and intellectual traditions of the East. Contributors to this section examine the reception, creative appropriation, and various points of convergence between St. Thomas and the East
    Description / Table of Contents: Aquinas, Education and the East; Foreword; Acknowledgments; Contents; Introduction; Part I: Aquinas and Education: Understanding and Extending Aquinas; Aquinas and His Understanding of Teaching and Learning; 1 Introduction; 2 Teaching and Learning; 3 Conclusion; End Notes; References; Aquinas on Connaturality and Education; 1 Introduction; 2 Philosophical Anthropology and Its Ontological Background in Aquinas; 3 Virtues and Connatural Knowledge; 4 Applications to Contemporary Education; End Notes; References; Aquinas and the Second Person in the Formation of Virtues
    Description / Table of Contents: 1 The Mystery of Aquinas' Virtue Ethics2 The Gifts and the Second Person; 3 The Fruits and Interpersonal Resonance; 4 Implications of the Second Person for Virtue Formation; End Notes; References; Aquinas on Shame: A Contemporary Interchange; 1 Contexts, Aims and Methodologies; 2 Meaning and Role of Shame; 3 Aquinas: Subversive About Shame?; 4 Final Observations; End Notes; References; Part II: Aquinas and the East: Comparative Approaches; Can Morality Be Taught? Aquinas and Mencius on Moral Education; 1 Aquinas on Education; 2 Aquinas and Mencius on Education: A Comparative Reading
    Description / Table of Contents: End NotesReferences; Exemplars for the Moral Education of Beginners in the Religious Life: Aquinas and Dōgen; End Notes; References; The Simplicity of the Ultimate: East and West; 1 Introduction; 2 The Fascination of Simplicity; 3 Religious Resistance to Simplicity; 4 Bringing Nirvāna Down to Earth; 5 Conclusion; End Notes; References; Aquinas and Locke on Empiricism, Epistemology, and Education; 1 Introduction; 2 Aquinas on Scientia and the Teacher; 3 Locke on Knowledge and Education; 4 Conclusion; End Notes; References; Part III: Education and the East: Reflections on Educational Policy
    Description / Table of Contents: Reorganising Schools as Social Enterprises: Play Schools and Gifted Education1 Introduction; 2 Play Schools; 3 Gifted Education; 4 Memoria Christi: Final Thoughts; End Notes; References; Education for All and International Cooperation for Education Development: Ongoing Implications for National Policy in the Philippines; 1 Preamble; 2 Regional Cooperation: A Philippine Perspective; 3 Education Reform Programs 1990 - Present Day; 4 Current Situation; 5 Implications for Policy; References; Index
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-5261-0
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  • 23
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    School and Community Interactions : Interface for Political and Civic Education (2013)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783531194776 , 1283908581 , 9781283908580
    Language: English
    Pages: Online-Ressource (VI, 254 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. School and community interactions
    RVK:
    MB 2550
    RVK:
    DI 1000
    Keywords: Education ; Education ; Konferenzschrift 2011 ; Politische Bildung ; Schule ; Schule ; Gemeindeverwaltung ; Schulpolitik ; Aufsatzsammlung
    Abstract: Within the European and Asian context scientists from nine different countries are concerned with political and social interactional structures between schools as public institutions and the local political actors which influence the school environment. The contributions give answers to questions regarding the cooperation between school administrations and community, to civic education for sustainable development at the interface between school and community, to teachers as moderators for political and democratic educational processes and to models for successful cooperation between schools and local political actors.
    Description / Table of Contents: Content; What are School and Community Interactions for?; I Educational Policy: School Leadership; Civic Learning in the „Real World": Schools and Community as Sites for Student Engagement; Introduction; The School Curriculum and Civic Learning; Informal and Non-Formal Civic Learning; Methodology; Results; Discussion; Conclusion; References; Appendix; Leading Successful Schools in Contexts with Challenges; 1. Introduction; 2. Research development; 2.1. Selection of schools; 2.2. Harvest of data; 2.3. Analysis of data; 2.4. Process of developing training materials; 2.5. Final drawing-up
    Description / Table of Contents: 3. Conclusions and implicationsReferences; School Leadership and the Influence on a School Development Process; Introduction; Theoretical justification; Research design; Research results; References; Motivation in Political Education Lessons; 1. Introduction; 2. Competences in the didactics of political education; 3. Theoretical background; 4. Hypothesis; 5. Procedure; 6. Sample; 7. Method; 8. Results; 9. Summary and discussion; References; II Education for Sustainable Development and Citizenship Education
    Description / Table of Contents: Civic Education for Sustainable Development and Democratic School Development in Germany - Perspectives for the Local CommunityIntroduction; 1. Civic Education for Sustainable Development; 1.1 The Concept of Sustainable Development; 1.2 The Concept of a Civic Education for Sustainable Development; 2. Competencies for a Civic Education for Sustainable Development; 2.1 Models of Competencies in Educational Sciences and in Civic Education Didactics; 2.2 Models of Competencies for a Civic Education for Sustainable Development; 3. Democratic School Development in Germany
    Description / Table of Contents: 4. Perspectives for the Local Community4.1 Democratic School Development and Sustainability; 4.2 Opportunities for Participation in Municipal Fields of Action; References; Policies and Practices of Schools in Educational Priority Territories: What Sustainability?; Introduction; Evolution of Policies for Priority Education in Europe and Portugal; Results from TEIP Schools Consortia Evaluation; Global Evaluation for all Domains; Academic Success and Participation; Factors of Sustainability and Development in Priority Intervention Educational Territories (TEIP); References
    Description / Table of Contents: Action Research for Education for Sustainable Development in Teacher Education: Research and Learning Environment at Daugavpils UniversityIntroduction; Institutional context; Method; Action research based research and learning environment for sustainability oriented teacher education at the Faculty: key thematic strands; Discussion and conclusions; References; Appendix 1:; III Teacher Training for Stable Interactions between Schools and Communities; Citizenship Education and School Organization: Educational Planning Documents; Introduction
    Description / Table of Contents: 1. Citizenship education: relationship school-society
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-531-19477-6
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  • 24
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    Economics, Aid and Education : Implications for Development (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093652
    Language: English
    Pages: Online-Ressource (VIII, 262 p, online resource)
    Series Statement: The World Council of Comparative Education Societies
    Series Statement: Comparative and International Education: Diversity of Voices 27/4 (Istanbul)
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Economics, Aid and Education: Implications for Development
    RVK:
    ME 6300
    Keywords: Developing countries ; Economic assistance ; Economic development Effect of education on ; Education and globalization ; Education ; Education ; Entwicklungsländer ; Wirtschaftsentwicklung ; Bildung ; Wirtschaftshilfe
    Abstract: Preliminary Material -- Economics, Aid and Education: Implications for Development -- The Economics of Aid: Implications for Education and Development /Steven J. Klees and Omar Qargha -- The New Geopolitics of Educational Aid: From Cold Wars to Holy Wars? /Mario Novelli -- Aid in Education: A Perspective From Pakistan /Rukhsana Zia -- Critical Analysis of Economics of Education Theories with Regard to the Quality of Education /Hasan Hüseyin Aksoy , Hatice Őzden Aras , Aygülen Kayahan and Dilek Çankaya -- How the English Language Contributes to Sustaining the Neoliberal Agenda: Another Take on the Strange Non-Demise of Neoliberalism /Suzanne Majhanovich -- The Economic Capture of Criticality and the Changing University in Australia and The UK /Christine Daymon and Kathy Durkin -- Systems of Reason(ing) in the Idea of Education Reforms for Economic Development: The Puerto Rican Context /Bethsaida Nieves -- Decentralisation, Marketisation and Quality-Orientation /Hu Rongkun , Qian Haiyan and Allan Walker -- Narrative as an Educational Tool for Human Development and Autonomy /Helena Modzelewski -- Education Localization for Optimizing Globalization’s Opportunities and Challenges in Africa /Macleans A. Geo-JaJa -- The Rising ‘China Model’ of Educational Cooperation with Africa: Features, Discourses and Perceptions /Tingting Yuan -- Educational Policy Reforms in Africa for National Cohesion /Jonah Nyaga Kindiki -- Breaking Down Borders in Development Education /Beth D. Packer -- Skills Management System for Better School-to-Work Transitions in Africa /N. Alleki -- Notes on Contributors.
    Abstract: It is impossible to discuss economics, development or education in a world-wide context without considering the effects of markets or globalization on these issues that have such an impact on humanity. Neoliberalism has had profound consequences for education worldwide, particularly in the developing world. The chapters in this volume include both case studies for specific countries as well as reflections on economic and educational priorities in a globalized world. How development aid is delivered, provisioned and under what conditions is debated in several chapters. Similarly, development as well as poverty are conceived in multi-dimensionalities depending on the context. In addition, the issue of what quality education has come to mean in a globalized age is also addressed. The contrast between discourses of humanistic approaches to education and those of neoliberalism as propounded by the World Bank informs discussions throughout the volume. The collection of papers in Economics, Aid and Education: Implications for Development provides a roadmap for policy makers in developing countries as well as for comparativists to the key issues and challenges of globalization, marketization and internationalization of education in a period of economic crisis. This book explores the contributions of globalization and the roadmaps developed as vehicles for societal transformation. Contributors from all parts of the globe discuss the expanding role of the World Bank’s market reforms in education in developing countries. In a detailed and practical way, the authors question false assumptions of education aid and underline the challenges of funding gaps related to development in education
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-365-2
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  • 25
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    Ruptures : Anti-colonial & Anti-racist Feminist Theorizing (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094468
    Language: English
    Pages: Online-Ressource (XX, 242 p) , online resource
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 305.4201
    RVK:
    MK 2700
    Keywords: Education ; Aufsatzsammlung
    Abstract: This book provides tools and theoretical frameworks to make sense of how the world is regulated, governed, controlled with regard to the exclusivity of certain members of the society, and in particular, women from marginalized groups. This book, therefore, engages readers by asking thought-provoking questions to interrogate issues of marginality and oppression in society. The book, as a collective, provides an intellectual discourse on feminism, anticolonial thought and anti-racism. This book is a must read for scholars, activists, theorists and researchers who are seeking to rupture the borders of confinement and move beyond the imaginary margins created by organized structures in society
    Description / Table of Contents: Cover; CONTENTS; ACKNOWLEDGEMENT; FOREWORD; INTRODUCTION; PART ONE: PRACTICING ANTI-COLONIAL AND ANTI-RACIST FEMINISM IN CLASSROOMS AND COMMUNITIES; UNCOVERING THE WELL: BLACK FEMINISM IN CANADA; INTRODUCTION; EXPOSING THE DEPTHS OF THE WELL: METHODOLOGY AND BLACK FEMINIST LITERATURE; METHODOLOGY; IMPLICATIONS FOR UNDERSTANDING AND ARTICULATING A BLACK FEMINIST THEORETICAL FRAMEWORK FOR THE CANADIAN CONTEXT; THEORY AND LITERATURE; CURRENT VOICES FROM THE WELL: BLACK CANADIAN FEMINIST THOUGHT; CONCLUSION; NOTES; REFERENCES; AFRICAN-CANADIAN BLACK WOMEN LEADERS: IMPACTING CHANGE IN THE DIASPORA
    Description / Table of Contents: INTRODUCTIONLITERATURE REVIEW; HISTORICAL CONTEXT OF BLACK WOMEN; BLACK WOMEN AND RESISTANCE; BLACK WOMEN IN CANADA; BLACK WOMEN AND COMMUNITY LEADERSHIP; DISCUSSION; REFERENCES; USING BLACK CANADIAN FEMINIST THOUGHT AS AN APPROACH TO TEACHING SCIENCE; IMBUING REVOLUTIONARY VISION: THE ROLE OF BLACK FEMINIST THOUGHT IN THE LIVES OF AFRICAN CANADIAN EDUCATORS; ENACTING RESISTANCE: THE NEED FOR ANTI-COLONIALIST EDUCATION IN THE CLASSROOM; BETWEEN MUTUAL STRETCHING AND COLLECTIVISM: USING BLACK FEMINIST THEORIZING TO COLLABORATE AND GROW
    Description / Table of Contents: BLACK FEMINIST THEORIZING IN ACTION: THE ELEMENTARY SCIENCE CLASSROOMNOTES; REFERENCES; SISTERSHIP: TALKING BACK TO FEMINISM; 1. SISTERSHIP - GENESIS; 2. SISTERSHIP AND FEMINISM; 3. SISTERSHIP AND SELF-ACTUALIZATION; REFERENCES; CARIBBEAN SLAVE WOMEN'S RESISTANCE AS A FORM OF PRESERVATION: Taking a Closer Look at Pain and Its Relevance to History and the Preservation of Self; 1. INTRODUCTION; 2. RESISTANCE TO SEXUAL EXPLOITATION; 3. SPIRITUALITY; 4. REVOLUTION; 5. CONCLUSION; REFERENCES; SER MADRE, TO BE MOTHER IN CUBA: The Life of Maria de los Reyes Castillo Bueno
    Description / Table of Contents: POSITIONING MYSELF IN THE WRITINGREYITA AS FEMINIST; MOTHERING AND RESISTANCE; CONCLUSION; NOTES; REFERENCES; INDIGENOUS AFRICAN KNOWLEDGES AND AFRICAN FEMINISM: Resisting Eurocentric Ways of Knowing; INTRODUCTION; CENTERING INDIGENOUS AFRICAN KNOWLEDGES; FORCED STERILIZATION; REFERENCES; THE HYPERSEXUALIZATION AND UNDESIRABILITY OF BLACK/AFRICAN WOMEN; PRISON AS A METAPHOR OF BLACK/AFRICAN SEXUALITY AND WOMANHOOD; MY DEFINED AFRICAN SEXUALITY/WOMANHOOD; BLACK/AFRICAN WOMAN AS UNDESIRABLE; CONCLUSION: SUBVERTING STEREOTYPICAL IMAGES OF BLACK/AFRICAN WOMEN THROUGH EDUCATION; NOTES; REFERENCES
    Description / Table of Contents: PART TWO: THEORIZING ANTI-RACIST FEMINISM, COMPLICATING NARRATIVES OF RACE AND GENDERAFRICAN CANADIAN WOMEN AND THE CRIMINAL JUSTICE SYSTEM; ABSTRACT; INTRODUCTION; THEORETICAL APPROACH; SEARCH FOR LITERATURE OF AFRICAN CANADIAN WOMEN'S EXPERIENCES WITH THE CRIMINAL JUSTICE SYSTEM; A GENERAL HISTORICAL OVERVIEW OF THEORIES ON FEMALE CRIMINALITY; THE CANADIAN SITUATION; CONCLUSION; REFERENCES; DECEMBER 6TH; SYMBOLIC PROXIMITY: Rihana Face-to-Face; INTRODUCTION; THE RISE; THE FALL; RESURRECTION; CONCLUSION; REFERENCES; FLUIDITY AND POSSIBILITY: Imagining Woman of Colour Pedagogies
    Description / Table of Contents: NEGOTIATING THE ACADEMIC COLONIZER/COLONIZED: HISTORICALLY SPEAKING
    Note: Includes bibliographical references at the end of each chapters
    DOI: 10.1007/978-94-6209-446-8
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    Civic education and competences for engaging citizens in democracies (2013)
    Rotterdam [u.a.] : Sense Publishers
    Details
    ISBN: 9789462091726
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. 2013 Springer eBook Collection. Humanities, Social Sciences and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Civic And Political Education 3
    Parallel Title: Druckausg. Civic education and competences for engaging citizens in democracies
    DDC: 370
    RVK:
    DF 4000
    RVK:
    MB 2550
    Keywords: Education ; Education ; Konferenzschrift ; Politische Bildung ; Demokratie
    Abstract: Civic Education and Competences for Engaging Citizens in Democracies Murray Print University of Sydney and Dirk Lange Leibniz University of Hannover What competences do young citizens need to be considered as active and engaged in the context of a modern Europe? In 2011 an invited research symposium of leading civic and political educators, social scientists and educational administrators from Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above question the symposium addressed two significant issues: 1. Identify key competencies required for active citizenship of young people in Europe of the future. 2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies. The group addressed these questions through discussion in the symposium and through previously prepared papers. Subsequently the group participated in a modified Delphi Technique to identify the key competences and the final competences are presented in this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection. Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens
    Description / Table of Contents: Civic Education and Competences for Engaging Citizens in Democracies; TABLE OF CONTENTS; ACKNOWLEDGEMENT; INTRODUCTION; REFERENCES; PART I: COMPETENCES FORDEMOCRATIC CITIZENS; 1. COMPETENCES FOR TEACHING, LEARNING ANDLIVING DEMOCRATIC CITIZENSHIP; CHANGE OF EPOCH; RELATED THEORY OF DEMOCRACY; REFERENCES; APPENDIX; 2. CITIZENSHIP AND THE CIVIC REALITIES OFEVERYDAY LIFE; ACTIVE CITIZENSHIP; NORMS OF CITIZENSHIP; PARTICIPATION; OPPORTUNTITIES AND CHALLENGES FOR CITIZENSHIP EDUCATION; NOTES; REFERENCES
    Description / Table of Contents: 3. WHAT DOES DEMOCRACY NEED FROMITS CITIZENS?: Identifying the Qualities Needed for Active Citizenship andMaking the Values ExplicitINTRODUCTION; NEEDS OF DEMOCRACY; THEORIES OF CIVIC COMPETENCE; THE LIBERAL MODEL OF CITIZENSHIP; THE CIVIC REPUBLICAN MODEL OF CITIZENSHIP; THE CRITICAL MODEL OF CITIZENSHIP; CIVIC COMPETENCE MODEL; CONCLUSION; REFERENCES; 4. COMPETENCES FOR DEMOCRATICCITIZENSHIP IN EUROPE; WHAT IS A COMPETENCE?; COMPETENCES FOR 'GOOD' CITIZENS; BASELINE FOR CIVIC COMPETENCIES; 1. Cognitive competences:; 2. Affective competences:; 3. Capacities for action:; Knowledge of:
    Description / Table of Contents: Skills:Attitudes:; Values:; Intended behaviour/dispositions; TEACHING CITIZENSHIP; CONCLUSIONS; NOTES; REFERENCES; 5. CIVIC COMPETENCES: Some Critical Reflections; INTRODUCTION; CIVIC COMPETENCES: A CONTESTED CONCEPT; CIVIC COMPETENCES: A DIVERSE LOT; CIVIC COMPETENCES: RELEVANCE FOR DEMOCRACY AND SOCIAL COHESION; CIVIC COMPETENCES: THE IMPACT OF CITIZENSHIP EDUCATION; SUGGESTIONS FOR ADVOCATES OF CITIZENSHIP EDUCATION; NOTES; REFERENCES; 6. POLITICAL SOCIALIZATION, CIVICCONSCIOUSNESS AND POLITICAL INTEREST OFYOUNG ADULTS: Empirical Evidence from Germany and Some Theoretical Implications
    Description / Table of Contents: INTRODUCTIONSAMPLE AND OPERATIONALIZATION; NATIONWIDE POLITICAL ATTITUDES AND POLITICAL INSTERESTAMONG YOUNG PEOPLE; POLITICAL INTEREST, ATTITUDES AND SOICIAL CONTEXT:RESULTS FROM THE SURVEY; POLITICAL INTEREST AND SOCIAL CONTEXT; FUTURE PERSPECTIVES, TARGETED QUALIFICATION, POLITICALINTEREST AND SATISFACTION WITH DEMOCRACY; INFORMATION BEHAVIOUR AND INTEREST IN POLITICS; CONCLUSION: OLD SOCIAL PATHWAYS IN FAMILIES ANDNEW MILIEU FRAGMENTATION; REFERENCES; PART II: CIVIC EDUCATIONAPPLICATIONS ANDPROGRAMS
    Description / Table of Contents: 7. LEARNING "HOW SOCIETY IS AND MIGHT ANDSHOULD BE ARRANGED": Necessity and Outcome of Interactive and ControversialTeaching StrategiesFIVE KEY COMPETENCES WITHIN THE POLICY CYCLE; CORE CONCEPTS: FUNDAMENTAL QUESTIONS, 'IDEOLOGY GAP' AND THE'POLITICAL COMPASS'; TEACHING STRATEGIES: GENETIC METHOD AND THE'FOUND-A'VILLAGE' SIMULATION; Act one: (Self-) Discovery - Controversial Political Values & Democratic Rules; Act Two: Systematization - From Values to Ideologies; Act Three: Transfer - From Ideologies to Current Political Debates
    Description / Table of Contents: QUALITATIVE RESEARCH ON LEARNER DEVELOPMENT BYARGUMENTATION ANALYSIS
    Description / Table of Contents: Civic Education and Competences for Engaging Citizens in Democracies; TABLE OF CONTENTS; ACKNOWLEDGEMENT; INTRODUCTION; REFERENCES; PART I: COMPETENCES FORDEMOCRATIC CITIZENS; 1. COMPETENCES FOR TEACHING, LEARNING ANDLIVING DEMOCRATIC CITIZENSHIP; CHANGE OF EPOCH; RELATED THEORY OF DEMOCRACY; REFERENCES; APPENDIX; 2. CITIZENSHIP AND THE CIVIC REALITIES OFEVERYDAY LIFE; ACTIVE CITIZENSHIP; NORMS OF CITIZENSHIP; PARTICIPATION; OPPORTUNTITIES AND CHALLENGES FOR CITIZENSHIP EDUCATION; NOTES; REFERENCES
    Description / Table of Contents: 3. WHAT DOES DEMOCRACY NEED FROMITS CITIZENS?: Identifying the Qualities Needed for Active Citizenship andMaking the Values ExplicitINTRODUCTION; NEEDS OF DEMOCRACY; THEORIES OF CIVIC COMPETENCE; THE LIBERAL MODEL OF CITIZENSHIP; THE CIVIC REPUBLICAN MODEL OF CITIZENSHIP; THE CRITICAL MODEL OF CITIZENSHIP; CIVIC COMPETENCE MODEL; CONCLUSION; REFERENCES; 4. COMPETENCES FOR DEMOCRATICCITIZENSHIP IN EUROPE; WHAT IS A COMPETENCE?; COMPETENCES FOR 'GOOD' CITIZENS; BASELINE FOR CIVIC COMPETENCIES; 1. Cognitive competences:; 2. Affective competences:; 3. Capacities for action:; Knowledge of:
    Description / Table of Contents: Skills:Attitudes:; Values:; Intended behaviour/dispositions; TEACHING CITIZENSHIP; CONCLUSIONS; NOTES; REFERENCES; 5. CIVIC COMPETENCES: Some Critical Reflections; INTRODUCTION; CIVIC COMPETENCES: A CONTESTED CONCEPT; CIVIC COMPETENCES: A DIVERSE LOT; CIVIC COMPETENCES: RELEVANCE FOR DEMOCRACY AND SOCIAL COHESION; CIVIC COMPETENCES: THE IMPACT OF CITIZENSHIP EDUCATION; SUGGESTIONS FOR ADVOCATES OF CITIZENSHIP EDUCATION; NOTES; REFERENCES; 6. POLITICAL SOCIALIZATION, CIVICCONSCIOUSNESS AND POLITICAL INTEREST OFYOUNG ADULTS: Empirical Evidence from Germany and Some Theoretical Implications
    Description / Table of Contents: INTRODUCTIONSAMPLE AND OPERATIONALIZATION; NATIONWIDE POLITICAL ATTITUDES AND POLITICAL INSTERESTAMONG YOUNG PEOPLE; POLITICAL INTEREST, ATTITUDES AND SOICIAL CONTEXT:RESULTS FROM THE SURVEY; POLITICAL INTEREST AND SOCIAL CONTEXT; FUTURE PERSPECTIVES, TARGETED QUALIFICATION, POLITICALINTEREST AND SATISFACTION WITH DEMOCRACY; INFORMATION BEHAVIOUR AND INTEREST IN POLITICS; CONCLUSION: OLD SOCIAL PATHWAYS IN FAMILIES ANDNEW MILIEU FRAGMENTATION; REFERENCES; PART II: CIVIC EDUCATIONAPPLICATIONS ANDPROGRAMS
    Description / Table of Contents: 7. LEARNING "HOW SOCIETY IS AND MIGHT ANDSHOULD BE ARRANGED": Necessity and Outcome of Interactive and ControversialTeaching StrategiesFIVE KEY COMPETENCES WITHIN THE POLICY CYCLE; CORE CONCEPTS: FUNDAMENTAL QUESTIONS, 'IDEOLOGY GAP' AND THE'POLITICAL COMPASS'; TEACHING STRATEGIES: GENETIC METHOD AND THE'FOUND-A'VILLAGE' SIMULATION; Act one: (Self-) Discovery - Controversial Political Values & Democratic Rules; Act Two: Systematization - From Values to Ideologies; Act Three: Transfer - From Ideologies to Current Political Debates
    Description / Table of Contents: QUALITATIVE RESEARCH ON LEARNER DEVELOPMENT BYARGUMENTATION ANALYSIS
    Note: Description based upon print version of record , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-6209-172-6
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    URL: http://ebooks.ciando.com/book/index.cfm?bok_id/841379
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    Where Do You Stand? : Intercultural Learning and Political Education in Contemporary Europe (2012)
    Wiesbaden : VS Verlag für Sozialwissenschaften / Springer Fachmedien Wiesbaden GmbH, Wiesbaden
    Details
    ISBN: 9783531943268
    Language: English
    Pages: Online-Ressource (276p. 2 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Where do you stand?
    RVK:
    LC 57005
    RVK:
    MB 2550
    Keywords: Education ; Education ; Aufsatzsammlung ; Europa ; Internationale Jugendarbeit ; Politische Bildung ; Interkulturelle Erziehung
    Abstract: This publication takes up the many and often controversial debates about the nature, content, methods and political significance of intercultural learning in and for the European youth field. Its starting point is the current depoliticisation of intercultural learning in this field, and especially in the programmes of the European Commission and the Directorate of Youth and Sport of the Council of Europe over the last several years. At the same time, the elevation of "intercultural dialogue" to panacea for all societal problems, from civil war to educational failure, is putting the m
    Description / Table of Contents: Table of Contents; Foreword; To be an irreproachable member of a flock of sheep, first of all, one must be a sheep.; Introduction & Acknowledgements; Intercultural learning at an impasse?; The contributions to this book; Acknowledgements; Part I: Retrospectives; On the Political Didactics of Intercultural Learning - A Planning Concept for International Youth Work; Zur politischen Didaktik interkulturellen Lernens - Ein Planungskonzept für internationale Jugendarbeit (Band 1: Otten 1985); Political Education: One Step Forward, Two Steps Back?
    Description / Table of Contents: Acculturation of Young Foreigners in the Federal Republic of Germany: Problems and ConceptsAkkulturation junger Ausländer in der Bundesrepublik Deutschland - Probleme und Konzepte (Band 2: Treuheit and Otten 1986); '25 Years Later' or On the Sustainability of a Social Scientific Approach to Counselling; Cultural Identity and Intercultural Learning - On the Particular Problem of Ethnocentrism; Kulturelle Identität und interkulturelles Lernen - Zum besonderen Problem des Ethnozentrismus (Band 4: Sternecker 1992)
    Description / Table of Contents: Back to the Future: A Few Words of Encouragement for Petra Sternecker's 'Cultural Identity and Intercultural Learning'Identity - Communication - Interaction; Identität - Kommunikation - Interaktion; Intercultural Dialogue Today?; Intercultural learning today; European Civil Society: An Open Societal Model for Young People in Europe?; Die europäische Bürgergesellschaft - geschlossene Gesellschaft oder offener Zukunftsenwurf für Jugendliche in Europa?; Eurospeak - Rhetoric, Politics and Young People in Europe; Different speeds, growing distance; The dilemma of being in or out
    Description / Table of Contents: Everybody needs to learn - not just the young peopleCitizenship and Multiculturalism: Rethinking Equality, Rights and Diversity in Contemporary Europe; Staatsbürgerschaft und Multikulturalismus: Neue Ansätze in Bezug auf Gleichstellung, Rechte und Vielfalt im Europa von Heute (Band 6: O'Cinneide 2004); Rethinking Equality Again: Regression Masked as 'Progress'; Valorising Civic Engagement in Europe: 'Political Education' in a Balancing Act Between Aspirations and Realities
    Description / Table of Contents: Die Förderung bürgerschaftlichen Engagements in Europa: politische Bildung im Spagat zwischen Wünschen und Wirklichkeiten (Band 6: Chisholm 2004)'Political Education' Between Aspirations and Realities: Another Decade Bites the Dust; Part II: Contemporary Reflections; Intercultural Education: Learning Empathy to Transgress54; Introduction; Intercultural learning and critical pedagogy; Tolerance of ambiguity; Diatopic hermeneutics; Intercultural learning and social change; Intercultural dialogue; A new impetus for intercultural learning; Dealing with historical injustice
    Description / Table of Contents: Breaking political silences
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-531-94326-8
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    Education and the Kyoto School of Philosophy : Pedagogy for Human Transformation (2012)
    Dordrecht : Springer
    Details
    ISBN: 9789400740471 , 1280996749 , 9781280996740
    Language: English
    Pages: Online-Ressource (XI, 235 p. 7 illus, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Education and the Kyoto School of Philosophy
    RVK:
    CI 8930
    Keywords: Geistesgeschichte ; Aesthetics ; Education ; Education ; Aesthetics ; Education Philosophy ; Kioto-Schule ; Pädagogik ; Aufsatzsammlung ; Aufsatzsammlung ; Kyōto-Schule ; Pädagogik ; Geistesgeschichte
    Abstract: The work of the Kyoto School represents one of the few streams of philosophy that originate in Japan. Following the cultural renaissance of the Meiji Restoration after Japans period of closure to the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy of experience, of human becoming, and of transformation. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In light of this, then, the Schools ongoing relationship to the thought of Heidegger has an added salience. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice.The present collection focuses on the Kyoto School in three unique ways. First, it concentrates on the Schools distinctive account of human becoming. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this.The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.
    Description / Table of Contents: Education and the Kyoto School of Philosophy; Contents; Notes on Contributors; Contributors; Chapter 1: Sounding the Echoes - By Way of an Introduction; References; Part I: Thinking of Education in the Kyoto School of Philosophy; Chapter 2: Pure Experience and Transcendence Down; Mind, Matter, and the Methodology of Doubt; Philosophy as Usual?; Nishida and the West; Nothingness and Place; Language, Silence, and Transcendence; Possibilities of Becoming: The Aesthetic and the Political; References; Chapter 3: The Philosophical Anthropology of the Kyoto School and Post-War Pedagogy
    Description / Table of Contents: The Development of Philosophical Anthropology in the Kyoto SchoolThe Development of the Kyoto School's 'Pedagogical Anthropology'; Motomori Kimura's Pedagogical Plan; The Establishment of the Kyoto School and Post-War Pedagogical Anthropology; The Post-War Perspective of the Kyoto School as Expressed by Akira Mori's Pedagogical Anthropology; Visions of Pedagogical Anthropology and The Original Theory of Human Formation; The Kyoto School and the Educational Concept of 'Technique' ( gijutsu); The Evaluation of the Kyoto School in the Field of Educational Studies; References
    Description / Table of Contents: The Human Lifecycle as an Arch Bridge, Mutuality, Trust in PathosReferences; Chapter 6: The Kyoto School and the Theory of Aesthetic Human Transformation: Examining Motomori Kimura's Interpretation of Friedrich Schiller; Introduction; Aporia in the Interpretation of Aesthetic Letters; Kimura's Interpretation of Schiller (1): 'Purity' of 'Aesthetic Feeling'; 'Pure Feeling' and 'Locus'; Kimura's Interpretation of Schiller (2); the Schöne Seele and 'Absolute Nothingness'; The Kyoto School and Postmodernism; Two Possibilities of 'The Aesthetic': A Reply to Paul Standish
    Description / Table of Contents: Practice Led by the 'Self-Generating Idea''Development' and 'Becoming' in the Living Dynamics of Practice; References; Chapter 7: Metamorphoses of 'Pure Experience': Buddhist, Enactive and Historical Turns in Nishida; Nishida's Encounter with James; James and Modern Japan; Buddhism and 'Pure Experience'; Dogen: To Learn the Way with the Body; 'Pure Experience' and the Birth of Modern Japanese Philosophy; Reality and Unifying Activity; Acting-Intuition and the Historical World; The Stand of the Acting Self; 'Action-Perception Coupling' and Self-Awakening
    Description / Table of Contents: World of Historical Reality as Pure Experience
    Description / Table of Contents: Chapter 4: The Kyoto School and J.F. HerbartIntroduction: Philosophy of Education as a Place ('Topos') for a New Discourse Between East and West; Herbart Within Intellectual History; The Logic of Place, or the Epistemology of Moving/Developing; Judgment and Takt; References; Chapter 5: A Genealogy of the Development of the Clinical Theory of Human Becoming; Introdution: Towards a Clinical Theory of Human Becoming; The Establishment of the Pedagogy of the Kyoto School―Motomori Kimura's Hyogen (Expression) Pedagogy; From Pedagogical Anthropology to The Principles of Human Formation ―Akira Mori
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-4047-1
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    Obama and The End of the American Dream : Essays in Political and Economic Philosophy (2012)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460917714
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Obama and the End of the American Dream: Essays in Political and Economic Philosophy
    RVK:
    MG 70086
    Keywords: Economics Philosophy ; Education and state ; Education ; Education ; Obama, Barack 1961- ; Politik
    Abstract: Preliminary Material -- Prologue -- Renewing the American Dream: Obama’s Political Philosophy -- Automobilism, Americanism and the End of Fordism -- Obama’s Health Reforms and the Limits of Public Reason -- Economics Trumps Politics; Market Trumps Democracy -- The Global Failure of Neoliberalism: Privatize Profits; Socialize Losses -- Post-Americanism and the Changing Architecture of Global Science -- Ecopolitics of ‘Green Economy’, Environmentalism and Education -- Obama’s ‘Postmodernism’, Humanism and History -- ‘Winning the Future’ -- The Egyptian Revolution 2011 -- Obama, Education and the End of the American Dream -- Epilogue -- Postscript /Tina Besley.
    Abstract: The American Dream that crystallized around James Truslow Adams’ The Epic of America originally formulated in the early 1930s and was conditioned by a decade of complexity and contradiction, of big government projects, intensely fierce nationalism, the definition of the American way, and a distinctive collection of American iconic narratives has had the power and force to successively reshape America for every new generation. Indeed, Adam’s dream of opportunity for each according to ability or achievement shaped against the old class culture of Europe emphasizes a vision of social order in which each person can succeed despite their social origins. Barack Obama, a skillful rhetorician and intelligent politician, talks of restoring the American and has used its narrative resources to define his campaign and his policies. In a time of international and domestic crisis, of massive sovereign debt, of the failure of neoliberalism, of growing inequalities, the question is whether the American Dream and the vision of an equal education on which it rests can be revitalized
    Description / Table of Contents: Obama and The End of the American Dream; TABLE OF CONTENTS; AMERICAN DREAM IN IMAGES; NOTES; ACKNOWLEDGEMENTS; PROLOGUE; NOTES; REFERENCES; CHAPTER 1: RENEWING THE AMERICAN DREAM: OBAMA'S POLITICAL PHILOSOPHY; NOTES; REFERENCES; CHAPTER 2: AUTOMOBILISM, AMERICANISM AND THE END OF FORDISM; NOTES; REFERENCES; CHAPTER 3: OBAMA'S HEALTH REFORMS AND THE LIMITS OF PUBLIC REASON; NOTES; CHAPTER 4: ECONOMICS TRUMPS POLITICS; MARKET TRUMPS DEMOCRACY: The U.S. Supreme Court's Decision on Campaign Financing; NOTES; REFERENCES; CHAPTER 5: THE GLOBAL FAILURE OF NEOLIBERALISM: PRIVATIZE PROFITS
    Description / Table of Contents: SOCIALIZE LOSSESNOTES; REFERENCES; CHAPTER 6: POST-AMERICANISM AND THE CHANGING ARCHITECTURE OF GLOBAL SCIENCE; NOTES; REFERENCES; CHAPTER 7: ECOPOLITICS OF 'GREEN ECONOMY', ENVIRONMENTALISM AND EDUCATION(with Rodrigo Britez); INTRODUCTION; GREEN ECONOMY: THE NEW POLICY AGENDA; GREEN CAPITALISMAND DISTRIBUTED ENERGY SYSTEMS; THE POSTMODERN CRITIQUE OF NEOLIBERAL ECONOMICS; CONCEPTIONS OF THE GREEN ECONOMY; IS SUSTAINABLE CAPITALISMPOSSIBLE?; FROM ANTHROPOCENTRISMTO SYSTEMS5; ECOPOLITICS, ENVIRONMENTAL EDUCATION AND GREEN CAPITALISM; NOTES; REFERENCES
    Description / Table of Contents: CHAPTER 8: OBAMA'S 'POSTMODERNISM', HUMANISM AND HISTORYNOTES; REFERENCES; CHAPTER 9: 'WINNING THE FUTURE'; NOTES; REFERENCES; CHAPTER 10: THE EGYPTIAN REVOLUTION 2011; NOTES; REFERENCES; CHAPTER 11: OBAMA, EDUCATION AND THE END OF THE AMERICAN DREAM; INTRODUCTION; THE EPIC OF AMERICA; OBAMA ON THE AMERICAN DREAM; NOTES; REFERENCES; EPILOGUE: The Dream of Global Educational Equality; NOTES; REFERENCES; POSTSCRIPT: Education America - 'Welcome to My Nightmare'; CONCLUSION; NOTES; REFERENCES
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6091-771-4
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    Schools, Curriculum and Civic Education for Building Democratic Citizens (2012)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091672
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Civic and Political Education 2
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Schools, Curriculum and Civic Education for Building Democratic Citizens
    RVK:
    MB 2550
    Keywords: Civics Study and teaching ; Citizenship Study and teaching ; Education ; Education ; Europa ; Zivilgesellschaft ; Politische Bildung
    Abstract: Preliminary Material /Murray Print and Dirk Lange -- Introduction /Murray Print and Dirk Lange -- Developing civic education in schools /Wolfgang Beutel -- A curriculum framework for active democratic citizenship education /Ahmet Doğanay -- Citizenship education in and out of school /Gonzalo Jover -- Evaluating the impact of citizenship education in schools /Avril Keating , Tom Benton and David Kerr -- Education for democratic citizenship /Jürgen Menthe -- Teacher competences for education for democratic citizenship /Kornelija Mrnjaus -- The development of civic competencies at secondary level through service-learning pedagogies /Conception Naval and Carolina Ugarte -- Teacher pedagogy and achieving citizenship competences in schools /Murray Print -- Linking teachers’ competences to students’ competences /Maria-Helena C. Salema -- Author Biographies /Murray Print and Dirk Lange.
    Abstract: How can schools and the school curriculum contribute to building democratic citizens? This is a major question posed by governments, educational systems, schools, teachers and researchers around the world. One important way is to identify the competences needed for preparing democratic citizens and incorporate these within both the formal and informal school curriculum. Another question must then be posed- what competences do young citizens need to be considered as active and engaged in modern democracies? In 2011 an invited research symposium of leading civic and political educators, and social scientists from across Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above questions the symposium addressed two significant issues: 1. Identify key competencies required for active citizenship of young people in Europe of the future. 2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies. The publication Civic Education and Competences for Engaging Citizens in Democracies addressed the first issue and this volume addresses the second issue. Through discussion in the invited symposium, previously prepared papers, and participation in a modified Delphi Technique the participants have prepared chapters for this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection about competences for democratic citizenship and the role of schools and the curriculum. Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens
    Description / Table of Contents: pt. 1. Civic education, curriculum and building democratic citizens -- pt. 2. Teachers and competences for building democratic citizens in schools.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-167-2
    URL: Volltext  (lizenzpflichtig)
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  • 31
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    Learning Democracy in School and Society : Education, Lifelong Learning, and the Politics of Citizenship (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460915123
    Language: English
    Pages: Online-Ressource (VII, 104p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Buchausg. u.d.T.
    Parallel Title: Druckausg. u.d.T. Biesta, Gert J. J., 1957 - Learning democracy in school and society
    RVK:
    MB 2550
    Keywords: Adult education ; Education ; Democracy and education ; Citizenship Study and teaching ; Democracy Study and teaching ; Continuing education ; Education ; Adult education ; Adult education ; Education ; Lebenslanges Lernen ; Demokratische Erziehung ; Bildung ; Staatsbürger ; Demokratische Erziehung ; Lebenslanges Lernen ; Demokratische Erziehung ; Bildung ; Staatsbürger ; Demokratische Erziehung
    Abstract: Preliminary Material /Gert J.J. Biesta -- Learning Democracy in School and Society /Gert J.J. Biesta -- From Teaching Citizenship to Learning Democracy /Gert J.J. Biesta -- Curriculum, Citizenship and Democracy /Gert J.J. Biesta -- European Citizenship and Higher Education /Gert J.J. Biesta -- Knowledge, Democracy and Higher Education /Gert J.J. Biesta -- Lifelong Learning in the Knowledge Economy /Gert J.J. Biesta -- Towards the Learning Democracy /Gert J.J. Biesta -- Theorising Civic Learning: Socialisation, Subjectification and the Ignorant Citizen /Gert J.J. Biesta -- References /Gert J.J. Biesta.
    Abstract: This book explores the relationships between education, lifelong learning and democratic citizenship. It emphasises the importance of the democratic quality of the processes and practices that make up the everyday lives of children, young people and adults for their ongoing formation as democratic citizens. The book combines theoretical and historical work with critical analysis of policies and wider developments in the field of citizenship education and civic learning. The book urges educators, educationalists, policy makers and politicians to move beyond an exclusive focus on the teaching of citizenship towards an outlook that acknowledges the ongoing processes and practices of civic learning in school and society. This is not only important in order to understand the complexities of such learning. It can also help to formulate more realistic expectations about what schools and other educational institutions can contribute to the promotion of democratic citizenship. The book is particularly suited for students, researchers and policy makers who have an interest in citizenship education, civic learning and the relationships between education, lifelong learning and democratic citizenship. Gert Biesta (www. gertbiesta.com) is Professor of Education at the School of Education, University of Stirling, UK
    Description / Table of Contents: Learning Democracy in School and Society; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; Prologue: Learning Democracy in School and Society; 1: From Teaching Citizenship to Learning Democracy; CITIZENSHIP IN BRITAIN AFTER THE SECOND WORLD WAR; FROM THE WELFARE STATE TO NEO-LIBERALISM; FROM SOCIAL RIGHTS TO MARKET RIGHTS: THE ACTIVE CITIZEN; CITIZENSHIP AND CAPITALISM; THE IDEA OF CITIZENSHIP EDUCATION; THREE PROBLEMS WITH THE IDEA OF CITIZENSHIP EDUCATION; CONCLUSIONS: FROM TEACHING CITIZENSHIP TO LEARNING DEMOCRACY; 2: Curriculum, Citizenship and Democracy; RESPONSIBLE CITIZENSHIP
    Description / Table of Contents: EDUCATION FOR CITIZENSHIP IN SCOTLANDINDIVIDUALISM; THE DOMAIN OF CITIZENSHIP; ACTIVE CITIZENSHIP; COMMUNITY; WHAT KIND OF CITIZEN? WHAT KIND OF DEMOCRACY?; CONCLUSIONS; 3: European Citizenship and Higher Education; EUROPEAN CITIZENSHIP; ACTIVE CITIZENSHIP AND ITS LIMITS; FUNCTIONALISM; INDIVIDUALISM; DEMOCRACY AS CONSENSUS; BEYOND THE ACTIVE CITIZEN; CIVIC COMPETENCE; WHAT KIND OF CITIZENSHIP FOR EUROPEAN HIGHER EDUCATION?; 4: Knowledge, Democracy and Higher Education; THE CIVIC ROLE OF HIGHER EDUCATION; HIGHER EDUCATION AND DEMOCRACY; WHAT IS UNIQUE ABOUT THE UNIVERSITY?
    Description / Table of Contents: JOHN DEWEY AND THE CRISIS IN MODERN CULTUREMODERN SCIENCE AND THE SPECTATOR VIEW OF KNOWLEDGE; DEWEY'S TRANSACTIONAL REALISM; BRUNO LATOUR, TECHNO-SCIENCE AND METROLOGY; CONCLUSION: TOWARDS THE KNOWLEDGE DEMOCRACY; 5:Lifelong Learning in the Knowledge Economy; FROM 'LEARNING TO BE' TO 'LEARNING TO BE PRODUCTIVE EMPLOYABLE'; THE RISE OF THE LEARNING ECONOMY; THE TRIANGLE OF LIFELONG LEARNING; SHIFTING AGENDAS AND SHIFTING CONCEPTIONS OF LIFELONG LEARNING; THE INDIVIDUALISATION OF LIFELONG LEARNING AND THE REVERSAL OF RIGHTS AND DUTIES; WHAT'S THE POINT OF LIFELONG LEARNING?
    Description / Table of Contents: CONCLUSIONS: TOWARDS THE LEARNING DEMOCRACY6: Towards the Learning Democracy; CITIZENSHIP IN BRITAIN; ADULT LEARNING AND THE PRACTICE OF CITIZENSHIP; THE DECLINE OF THE PUBLIC?; CONCLUSIONS; 7: Theorising Civic Learning: Socialisation, Subjectification and the Ignorant Citizen; CIVIC LEARNING; THE POLITICAL COMMUNITY: 'ARCHIC' OR ANARCHIC?; THE BORDERS OF THE POLITICAL ORDER; DEMOCRATIC PROCESSES AND PRACTICES; THE SUBJECT OF POLITICS; CONCLUSIONS: THE IGNORANT CITIZEN; REFERENCES
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6091-512-3
    URL: Volltext  (lizenzpflichtig)
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  • 32
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    Book
    Innere Führung und Auslandseinsätze : was wird aus dem Markenzeichen der Bundeswehr? (2009)
    Frankfurt : Hessische Stiftung Friedens- und Konfliktforschung
    Details
    ISBN: 9783937829814
    Language: German
    Pages: III, 40 S.
    Series Statement: HSFK-Report 2009,2
    Parallel Title: Digitalisierte Ausg. Meyer, Berthold Innere Führung und Auslandseinsätze
    DDC: 355
    RVK:
    MG 15940
    RVK:
    MS 8150
    RVK:
    MY 7000
    Keywords: Military education ; Leadership Study and teaching ; Germany Armed Forces ; Education ; Deutschland Bundeswehr ; Innere Führung ; Ausland ; Militärischer Einsatz ; Deutschland Bundeswehr ; Innere Führung ; Ausland ; Militärischer Einsatz
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
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  • 33
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    Online Resource
    Tasks in Primary Mathematics Teacher Education : Purpose, Use and Exemplars (2009)
    Boston, MA : Springer US
    Details
    ISBN: 9780387096698
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Mathematics Teacher Education 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Tasks in Primary Mathematics Teacher Education
    RVK:
    CC 3200
    RVK:
    CM 2200
    RVK:
    CC 3300
    RVK:
    MR 1050
    RVK:
    AK 20000
    Keywords: Mathematics ; Teachers Training of ; Education ; Wissenschaftsphilosophie ; Wissenschaftstheorie
    DOI: 10.1007/978-0-387-09669-8
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltsverzeichnis
    URL: Kapitel 1
    URL: Inhaltstext
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  • 34
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    Online Resource
    Citizenship Curriculum in Asia and the Pacific (2008)
    Dordrecht : Comparative Education Research Centre
    Details
    ISBN: 9781402087455
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: CERC Studies in Comparative Education 22
    RVK:
    MB 2592
    Keywords: Education ; Comparative education ; Curriculum planning ; Education and state ; Social sciences
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-8745-5
    URL: Volltext  (lizenzpflichtig)
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  • 35
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    Online Resource
    The educational situation in the Chicago public schools (2008)
    Alexandria, VA : Alexander Street Press
    Details
    Language: English
    Pages: Online-Ressource (1 online resource)
    Edition: 1st electronic ed
    Edition: Online-Ausg. Social Theory
    RVK:
    CI 6454
    Keywords: Education ; Education
    Note: Access restricted to subscribers , Mode of access: World Wide Web.
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 36
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    Education In Human Creative Existential Planning (2008)
    Dordrecht : Springer
    Details
    ISBN: 9781402063022
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Analecta Husserliana, The Yearbook Of Phenomenological Research 95
    DDC: 100
    RVK:
    CB 4300
    Keywords: Phenomenology ; Philosophy ; Philosophy (General) ; Social sciences Philosophy ; Education ; Education Philosophy ; Konferenzschrift ; Erziehungsphilosophie
    Abstract: Education is the transmission of knowledge and skill from one generation to another, and is vitally significant for the growth and unfolding of the living individual. It manifests the quintessential ability of the logos to differentiate life in self-individualization from within, and in its spread through inter-generative networks. The present collection of papers focuses on the underpinnings of the creative workings of the human strategies of reason.
    Abstract: Education is the transmission of knowledge and skill from one generation to another, and is vitally significant for the growth and unfolding of the living individual. It manifests the quintessential ability of the logos to differentiate life in self-individualization from within, and in its spread through inter-generative networks. Without reaching the evolutive phase of the human creative condition, the human being establishes a unique creative platform on which to conduct its co-existence. On this platform the progress of life is being transformed from a natural ontopoietic accomplishment into an autonomous achievement of the creative planning of the human mind. Specifically, human education focuses upon creative planning moving like a pendulum between nature and freedom. The present collection of papers focuses on the underpinnings of the creative workings of the human strategies of reason. Papers by: Anna-Teresa Tymieniecka, Zaiga Ikere, Daniela Verducci, Klymet Selvi, Andrina Tonkli-Komel, Jan Szmyd, Brian Grassom, Alon Segev, Mara Rubene, Dean Komel, Patricia Trutty-Coohill, Carmen Cozma, Piotr Mroz, Clara Mandolini, Mobeen Shahid, Semiha Akinci, Oliver W. Holmes, Khawaja Muhammad Saeed, Angela Ales Bello, Virpi Yliraudanjoki, Brian Hughes, Ella Buceniece, Halil Turan, Fabio Petrelli, Roberto Verolini, Bronislaw Bombala, Osvaldo Rossi, Joanna Handerek, Rimma Kurenkova, M. Chkeneva, Maija Kule, Nikolay Kozhevnikov
    Description / Table of Contents: Front Matter; Education For Creative Planning; Human Being as a Creative Differentiator of the Logos of Life; Education And The Ontopoietic Conception Of Life; Phenomenological Approach in Education; Poetry and Knowledge in Plato'S Critique of Sophistic Education; Civilizational Contexts of the Contemporary Educational Crisis; Beyond Knowledge; Philosophical System and Art Experience in Hegel and Gadamer; Distance Education "Here" and "now"; Art As The Possibility Of Philosophical; Can Art Be Taught?; Ethical View upon the Human Situation Within the "Unity-of-Everything-There-is-Alive"
    Description / Table of Contents: The Educational Aspect of the Primordial Situation of One's Being-in-the-worldAction, Work, and Education in Blondel; Husserl's Phenomenological Analysis of Ethics As a Foundation for Pedagogy; The Philosophical Roots of the Concepts of Equality and Justice in Education; Theories of Nature and Education in the Development of the Human Self in the Eighteenth Century; Spiritual Experience and the Foundation of Education; Self-Cultivation and Educative Responsibility; Merleau-Ponty's in Northern Feminist Education Context; Hermeneutic Excellence as a Meta-Ethic
    Description / Table of Contents: Sensuous Experience and Transcendental Empiricism (F. Brentano, E. Husserl, P. DAle)Learning by Eureka; Rethinking Education from the Perspective of Life; In Search of a New Model of Education; Art Between Communion and Communication; Relations with Others in the Face of Lévinas' il-y-a; Communication in the Teacher Training University; Humanities in Transcending the Perspective of Experience; Phenomenology of Modern Universalism; Back Matter
    Note: "Published under the auspices of the World Institute for Advanced Phenomenological Research and Learning , Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-6302-2
    URL: Volltext  (lizenzpflichtig)
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  • 37
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    Online Resource
    Modeling Theory in Science Education (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402021404
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Science & Technology Education Library 24
    DDC: 507
    RVK:
    CC 3200
    Keywords: Education ; Artificial intelligence ; Mathematics ; Science Study and teaching ; Physics ; Wissenschaftstheorie ; Unterricht
    Abstract: This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science. The book focuses as much on course content as on instruction and learning methodology, presenting practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels.
    Abstract: Presents practical aspects to foster learning of physics and other science courses at the secondary school and college levels. This book shows how a scientific theory that is the object of a given science course can be organized around a limited set of basic models. It also introduces special tools, including modeling schemata
    Description / Table of Contents: Fundamental Tenets of Modeling Theory; Modeling Schemata; Paradigmatic Evolution; Modeling Program; Learning Cycles;
    Note: Description based upon print version of record
    DOI: 10.1007/1-4020-2140-2
    URL: Volltext  (lizenzpflichtig)
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  • 38
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    EMBODIMENT AND EDUCATION (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402045882
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Philosophy and Education 15
    DDC: 370.1
    RVK:
    CC 1100
    RVK:
    DF 3000
    Keywords: Education ; Education Philosophy ; Education, Higher ; Humanities ; Körper ; Erziehung
    Abstract: Discursive accounts of the body have been prominent recently. While acknowledging the usefulness of these, the author, drawing upon specific philosophers of the body and a wide range of other theorists, focuses attention on the experiencing body - which she refers to as 'creatural existence'. Thinking in terms of the creatural, she argues, can better situate human beings in their environment, thus emphasizing a kind of 'ecological notion of subjectivity', in which place-based existence is understood anew. The educational implications of focusing on what bodies 'do' and not so much in terms of how they are socially inscribed, presents them as practico-sensory totalities which should perhaps be seen as systems rather than an as a mere organism or entity. Such an articulation of creatural existence emphasizes animality, and in so doing reminds us of the centrality of the senses in all knowing and doing, including crucially, in relation to those practices which we have understood as 'work'. Multi-sensorial education is a major sub-theme of the book and the author argues persuasively for this by means of a critical analysis of the ocular centrism that is characteristic of contemporary culture. With its strong philosophical anchoring and its judicial use of interdisciplinary sources this book will appeal to both undergraduate and graduate students and their teachers not only in the field of philosophy of education but those from many others disciplines. It will also interest primary and secondary school teachers, curriculum designers and education policy makers. 'Marjorie O'Loughlin shows in this book that embodiment ought to be central to human hopes to be whole persons, who are not merely productive but who are also expressive of our potentiality. Her 'creatural existence' grounds this in our fleshly selves, and she explores it through the emotions, through work, and through citizenship. Her achievement here is profound: in one book, we find an interdisciplinary account of the evidence for creatural existence, presented accessibly in first-person philosophical narrative, based mainly on Merleau-Ponty. If bodies matter more than ever in everyday life, educators should start with our fleshly selves and move creatively forward. O'Loughlin points out the direction...and pushes us persuasively: you can feel the nudge!' David Beckett, Associate Professor, Faculty of Education, University of Melbourne
    Description / Table of Contents: The Scopic Regime and the Ordering of the World; Creatural Embodiment; Working Bodies; Emotion, Sociality and Embodiment; Embodied Citizenship
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-4588-3
    URL: Volltext  (lizenzpflichtig)
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  • 39
    Book
    Book
    Erziehung, Moral und Gesellschaft : Vorlesung an der Sorbonne 1902/1903 (2006)
    Frankfurt am Main : Suhrkamp
    Details
    ISBN: 3518280872
    Language: German
    Pages: 338 S , 18 cm
    Edition: [5. Nachdr.]
    Series Statement: Suhrkamp-Taschenbuch Wissenschaft 487
    RVK:
    CI 5624
    RVK:
    DD 9900
    RVK:
    MR 7200
    Keywords: Sociology ; Morale ; Education ; Moral education ; Sittliche Erziehung
    Note: Orig.-Ausg. gesondert u.d.T.: Durkheim, Emile: L'éducation morale und: Durkheim, Emile: Education et sociologie
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  • 40
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    Institutional Context of Education Systems in Europe : A Cross-Country Comparison on Quality and Equity (2005)
    Dordrecht : Springer Science + Business Media, Inc
    Details
    ISBN: 9781402027451
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    DDC: 370.94
    RVK:
    MG 10930
    Keywords: Education ; Comparative education ; Schulpflicht ; Privatschule ; Öffentliche Schule ; Education - Europe ; Schools - Europe ; Education and state - Europe ; School management and organization - Europe ; Westeuropa ; Europa ; Schulpflicht ; Privatschule ; Öffentliche Schule ; Internationaler Vergleich
    Abstract: Based on empirical analysis using configuration theory and multi-dimensional scaling, this book provides insight into types of relationships that can be found between groups of countries with certain institutional context features, and into the quality and equity of their education system. In this volume, the authors take up the challenge of considering what a European 'settlement' might look like. In doing so, they take into account worldwide trends and the increasing evidence of convergence across educational systems. The outcomes of comparative analyses seem to suggest that strong education systems in terms of finance, governance and choice could be preferable. To a greater or lesser extent, therefore, all the systems of education currently in use in Europe face some common challenges. The way in which these challenges are addressed will determine the future of these systems. Key elements in the current debate that are considered in greater detail in this volume include changing views on (a) centre-local relations with signs of an increasing commitment to decentralisation as a guiding principle for developing school governance, (b) school autonomy which is now increasingly regarded as the engine-room for school improvement, especially in relation to sustaining it, and (c) the celebration of community and school choice as a means of securing higher levels of parental involvement. This volume will be of interest to researchers and practitioners working in education, educational research and sociology of education. It will also be of relevance to those interested in the comparison of various education systems and in governance, funding of education and school choice.
    Description / Table of Contents: Institutional Contexts and Effectiveness of Schooling; Selection and Definition of Indicators; Country Reports: Education Systems in Europe; Quality and Equity of European Education; Configurations of Institutional Contexts; Reflections and Explanations; Summary and Implications for Worldwide Education;
    Note: Description based upon print version of record
    DOI: 10.1007/1-4020-2745-1
    URL: Volltext  (lizenzpflichtig)
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  • 41
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    Online Resource
    Teaching about Technology : An Introduction to the Philosophy of Technology for Non-philosophers (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402034107
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Science & Technology Education Library 27
    DDC: 601
    RVK:
    DP 4600
    RVK:
    CC 8700
    Keywords: Education ; Teachers Training of ; Lehrbuch ; Technikphilosophie
    Abstract: Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach. In other words: they should be able to give a decent answer to the question: what is technology? In the philosophy of technology that question is explored. Therefore the philosophy of technology is a discipline with a high relevance for those who teach about technology. Literature in this field, though, is not always easy to access for non-philosophers. This book provides an introduction to the philosophy of technology for such people. It offers a survey of the current state-of-affairs in the philosophy of technology, and also discusses the relevance of that for teaching about technology. The book can be used in introductory courses on the philosophy of technology in teacher education programs, engineering education programs, and by individual educators that are interested in the intriguing phenomenon of technology that is so important in our contemporary society.
    Note: Includes bibliographical references (p. 145-160) and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3410-5
    URL: Volltext  (lizenzpflichtig)
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