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القـــــــوانــيــن والـسـياســــــــــــــــــــات الـمـتـعـلـقــــــــة بحـمـايـــة حقــــــــــوق أصــــحـــــاب الــهــمـــ
by Dubai Academyالقـــــــوانــيــن والـسـياســــــــــــــــــــات الـمـتـعـلـقــــــــة بحـمـايـــة حقــــــــــوق أصــــحـــــاب الــهــمـــ
आरम्भ्कर्ताओं के लिए बाइबल: अध्ययन गाइड 66 किताबें शुरू करने के लिए समझाया (Action Packs Ser. #115)
by ब्रायन गुगासयुगों से लोग मार्गदर्शन और आशा के लिए बाइबिल की तरफ मुड़े हैं| यह बाइबिल अध्ययन की पुस्तक शुरुआती लोगों के लिए बाइबिल की प्रशंसा विकसित करने और इसे दैनिक जीवन का हिस्सा बनाने के लिए एक नक़्शे के रूप में कार्य करती है| बाइबिल की सभी 66 पुस्तकें विस्तार से शामिल हैं: •प्रत्येक पुस्तक के लेखक और उस समय की रूपरेखा जिसमें वह लिखी गई थी •प्रत्येक पुस्तक का मुख्य विषय •प्रत्येक पुस्तक के सन्देश का सारांश •चिंतन और आगे की खोज के लिए एक भक्ति बाइबिल की कहानियों, भविष्यवाणियों और संदेशों में खुद को विसर्जित कर दें और ईश्वर और ईसा मसीह की विस्मयकारी शक्ति, दया और उपचार शक्ति की खोज करें| अनुग्रहकारी और प्रेरणादायक, शुरुआती लोगों के लिए बाइबिल अध्ययन पाठक को मूल बातों में वापस लाता है और इश्वर के जीवित शब्द के साथ एक सीधे सम्बन्ध का रास्ता खोलता है|
होलोग्राफिक यूनिवर्स: एक परिचय
by Brahma Kumari Pariइस पुस्तक मे जो कुछ भी समझाया गया है उसकी गहराई को समझने के मकसद से इसे पढ़िये। इसे सिर्फ एक 'पाठन सामग्री' मत समझिए। इसे सिर्फ होलोग्राफिक यूनिवर्स के बारे में जानने के लिए मत पढ़िए बल्कि, लेखिका इसके बारे में क्या समझाना चाहती है जब तक आप उसको अनुभव नही करते और समझ नही लेते तब तक उस पर चिंतन करते रहिए। इस पुस्तक मे जो भी लिखा गया है उसकी कल्पना करते समय एक खुला और साफ मस्तिष्क रखने से आपको यह अनुभव करने में मदद मिलेगी कि लेखिका ने क्या अनुभव किया है और आपने उससे अलग क्या अनुभव किया है। परिणाम स्वरूप, आप ये समझ पाएंगे की लेखिका क्या समझाना चाहती है। जब तक आप इस पुस्तक को समझ नही लेते तब तक अगर आप इसे बार बार पढ़ेंगे, तो आपकी होलोग्राफिक यूनिवर्स को अनुभव करने की क्षमता बढ़ती जाएगी। पढ़ने के अनुभव का आनंद लीजिए !
‘Femininity’ and the History of Women's Education: Shifting the Frame
by Tim Allender Stephanie SpencerThis book draws on recent deconstructions around the idea of ‘femininity’ as a social, racial and class construct and explores the diversity of spaces that may be defined as educational that range from institutional contexts to family, to professional outlooks, to racial identity, to defining community and religious groupings. It explores how notions of femininity change across time and place, and within individual lives. Such changes take place at the interface of external forces and individual agency. The application of the notion of ‘femininity’ that assumes a consistent definition of the term is interrogated by the authors, leading to a discussion of the rich possibilities for new directions in research into women’s lives across time, place, and individual life histories.
‘Labour Class’ Children’s Schooling in Urban India: A Sociological Account
by Reva YunusDrawing upon classroom ethnography and interviews with parents and pupils in urban central India, this book offers systematic sociological analyses of childhood, labour and schooling in postcolonial, post-liberalisation India. It combines insights from economic sociology, political economy and feminist critiques of capitalism, caste patriarchy and globalisation to theorise the relationship between educational experience and socioeconomic inequalities. A vital intervention in dominant development discourses centring on the relationship between poverty and poor children’s schooling in the global South it unpacks poverty as a structural condition shaped by class and caste relations. Unravelling the interplay of poverty, caste patriarchy and shifts in the gendered division of reproductive labour it challenges both the ‘girl effect’ narrative as well as the ‘school/labour’ binary. It offers insights into ‘labour class’ families’ experience of urban informal work enabling a critical account of the gendered place of school in children’s lives and render visible poor parents’ and pupils’ efforts to ensure educational success. Thick descriptions of pedagogic and disciplinary processes and social relations in the classroom allow it to grapple with teachers’ ‘deficit view’ of the labour class as well as the impact of stratified schooling on teachers’ working conditions and teacher-pupil relations. The book presents a rare account of teenaged children’s gendered modes of negotiation of social relations at school and home, waged and unwaged work, economic and educational deprivation and pedagogic practices in the classroom. It will appeal to scholars interested in the sociology of education and childhood, gender and caste inequalities, international development, poverty and urban informal work.
‘Mijn moeder lag om 11 uur nóg in bed’: Omgaan met kritiek van familie: negen effectieve strategieën
by Huub BuijssenIedereen krijgt wel eens te maken met kritiek van anderen. Aan de hand van veel herkenbare situaties en levendige voorbeelden uit de zorgpraktijk legt auteur Huub Buijssen je op een beeldende manier uit hoe je het beste kunt reageren op kritiek van familieleden. Hij reikt daarvoor negen eenvoudige, effectieve strategieën aan die je in staat stellen het contact met de familieleden van je patiënten veel soepeler te laten verlopen.
‘Now I Know’: Five Centuries of Aqedah Exegesis
by Albert van der HeideThis book describes how medieval Jewish Bible scholars sought to answer the question of what is meant by the Angel’s message from God to Abraham: ‘Now I Know’, as written in Genesis 22 verse 12. It examines these scholars’ comments on the nineteen verses in Genesis that tell the story of Abraham’s readiness to sacrifice his own son Isaac, the Aqedat Yiṣḥaq. It explores the answers they found to the question of what, indeed, this story is trying to tell us. Is it a drastic way to condemn the practice of child sacrifice? Does it call for replacing human sacrifices with animal sacrifices? Is it a trial by which the Almighty tests the fidelity of one of His followers? Or is it His way to show the world the nature of true belief?The book starts with an introduction to familiarize readers with the many and varied manifestations of the Aqedah theme in Jewish culture and with the developments of medieval Jewish Bible exegesis in general. Next, it offers translations and analyses of the classical medieval Jewish Bible commentaries that deal with the exegesis of Genesis 22, exploring the many angles from which the Aqedah story has been understood. No less than five centuries of medieval Aqedah exegesis are reviewed, from Saadya (882-942) to Isaac Abrabanel (1437-1508). These texts from the commentaries are combined with hermeneutical key passages by Moses Maimonides, Joseph Ibn Kaspi, Ḥasdai Crescas, and others, which were familiar to the minds of the exegetes, or which, conversely, reflect the impact of biblical Aqedah exegesis on religious thought. Together, the passages discussed illustrate the growth and development of Jewish Bible exegesis in dialogue with the rabbinic sources and with the various trends of thought and theology of their times. The consistent focus on the Aqedah constitutes a unifying theme, while the insights presented here greatly advance our understanding of the various developments in medieval Jewish Bible exegesis.
‘Other’ Voices in Education—: Stories as Analytical Tool (SpringerBriefs in Education)
by Carmen BlythThis book explores how stories can be used as ‘data’ that prefigure and make possible the numerous permutations of life that comprise existence, and examines how stories can be reconfigured to transform that existence into something 'other'. It uses varied theoretical and critical frameworks such as autoethnography and posthumanism with which to explore the stories shared that go ‘beyond cause and effect’. This book looks to engage with storying and storytelling as inquiry in non-Western ‘worlds’, and looks to make ‘storying’, ‘restor(y)ing’, and ‘stories’ written by non-Western educators the locus of attention. By doing so, it seeks to illustrate what distinctive ways of storying and storytelling can look like in worlds other than those that follow a Western ethico-onto-epistemological worldview. It provides a way to articulate thought that may be commonly omitted in teacher education around the world, and looks at ‘truth’ as situated rather than as totality, local rather than global, with stories used to problematize subject/object positionings within those same stories.
‘Race’, Youth Sport, Physical Activity and Health: Global Perspectives (Routledge Critical Perspectives on Equality and Social Justice in Sport and Leisure)
by Kevin Hylton Symeon Dagkas Laura Azzarito‘Race’, Youth Sport, Physical Activity and Health provides a resource that addresses ‘race’ and racism in an accessible way by contextualizing theory with practical evidence-based examples drawn from global geographical and cultural settings. This is the first book to focus on issues of ‘race’ and racism in youth sport, physical activity and health. Drawing on critical race theory, intersectionality and post-feminism, and presenting a range of international empirical case studies, it explores racialization processes in pedagogical and non-pedagogical settings. The book examines how ‘race’ and racism in pedagogical settings shape young peoples’ dispositions towards participation in sport and physical activity, and how identity discourses are being shaped in contemporary sport, physical activity and health. Essential reading for anybody working in sport and exercise studies, physical education, sociology or health studies.
‘Regional Universities’ and Pedagogy: Graduate Employability in Rural Labour Markets
by Gigliola PaviottiThis book explores the issue of graduate employability in rural labour markets. European higher education institutions are expected to be crucial players in terms of regional innovation, contributing through research, education and formation of human capital. The author asks how this role be played out equally in urban and rural areas. In rural areas, the most educated young members of society often find it impossible to contribute to the local economy and feel forced to seek better prospects in urban centres. The author examines the roles of higher education in rural centres, as well as the transitions from education to work by taking the point of view of students and graduates. Finally, the book offers advice for pedagogies that support the increase of employability potential for rural economies.
‚Europa‘ im Literaturunterricht: Didaktische, fachwissenschaftliche, schulische und curriculare Perspektiven (Deutschdidaktik)
by Ivo Theele Jennifer Pavlik Paul BräutigamDer Band dokumentiert die Ergebnisse einer Tagung, auf der Fachdidaktiker:innen, Fachwissenschaftler:innen, Lehrer:innen und Vertreter:innen der Bildungsverwaltung diskutierten, wie europasensibler Literaturunterricht aussehen könnte. Die Beiträge knüpfen an den Beschluss der Kultusministerkonferenz „Europabildung in der Schule“ an, differenzieren und spezifizieren diesen für den Literaturunterricht. In unterschiedlichen Perspektiven werden Potentiale einer Europabildung mit ästhetischen Medien, die curriculare Verankerung derselben sowie Möglichkeiten der Etablierung einer langfristigen Europabildung im Unterrichtsfach Deutsch erörtert.
“And in Length of Days Understanding”: Essays on Archaeology in the Eastern Mediterranean and Beyond in Honor of Thomas E. Levy (Interdisciplinary Contributions to Archaeology)
by Ian W. N. Jones Erez Ben-YosefThis two-volume book presents cutting-edge archaeological research, primarily as practiced in the Eastern Mediterranean region. These volumes’ key foci are inspired by the work of Thomas E. Levy. Volume 1 provides an in-depth look at new archaeological research in the southern Levant (primarily in modern Israel and Jordan) inspired by Levy’s commitment to understanding social, political, and economic processes in a long-term or “deep time” perspective. Volume 2 focuses on new research in several key areas of 21st century anthropological archaeology and archaeological science. Volume 1 is organized around two major themes: 1) the later prehistory of the southern Levant, or the Neolithic, Chalcolithic, and Bronze Age, and 2) new research in biblical archaeology, or the historical archaeology of the Iron Age. Each section contains a combination of new perspectives on key debates and studies introducing new research questions and directions. Volume 2 is organized around five major themes: 1) the archaeology of the Faynan copper ore district of southern Jordan, a key region for archaeometallurgical research in West Asia where Levy conducted field research for over a decade, 2) new research in archaeometallurgy beyond the Faynan region, 3) marine and maritime archaeology, focusing on issues of trade and environmental change, 4) cyber-archaeology, an important 21st century field Levy conceived as “the marriage of archaeology, engineering, computer science, and the natural sciences,” and 5) key issues in anthropological archaeological theory. In addition to presenting the reader with an up-to-date view of research in each of these areas, the volume also has chapters exploring the connections between these themes, e.g. the maritime trade of metals and cyber-/digital archaeological approaches to metallurgy. The work contains contributions from both up-and-coming early career researchers and key established figures in their fields. This book is an essential reference for archaeologists and scholars in related disciplines working in the southern Levant and the Eastern Mediterranean.
“By Faith”: Henry W. Frost and the China Inland Mission
by Dr Howard Taylor Geraldine TaylorBy inspired definition faith is ‘being sure of what we hope for and certain of what we do not see.” By faith we are saved. By faith we are justified. By faith we please God. Though faith is central in the Christian life, we somehow are amazed when we see the vitality and power of faith at work in ordinary people’s lives. In each generation we see a special few men and women who have stretched themselves by risking everything on the sure promises of God. In the end they prove the faithfulness of their Master and challenge their own day to take their God seriously. Their stories are an encouragement to the next generation as they in turn join the ranks of that “great cloud of witnesses” who cheer us on in the life of faith.Henry W. Frost bore eloquent testimony to his generation that God was willing to bear the responsibility for a surrendered life. What Hudson Taylor was to England, Henry Frost was to North America. His strength of faith and character gave stability to the fledgling North American branch of the China Inland Mission.It has been said that courage is the power to let go of the familiar. If that is the case, the life of Henry Frost and his leadership of the North American China Inland Mission will be the most courageous biography you have ever read.
“Charge that to My Account” and Other Gospel Messages
by Henry IronsideBecause GOD has been pleased to set His seal of approval upon these simple gospel messages by using them in the awakening and salvation of sinners, they can be found here, in book form, in the earnest hope that many who read them may find joy and peace in believing!First published in 1931, Pastor H. A. Ironside’s “Charge that to My Account” and Other Gospel Messages contains 12 interesting studies, beginning with his best known gospel presentation based on Paul’s letter to Philemon, and includes “Will a Loving God Permit Anyone to Be Eternally Lost?” and “Inside the Veil, Outside the Camp.”
“Four Branches” of Internationalization of Higher Education in China: A Policy Retrospective Analysis (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)
by Jian LiThis book examines the emerging power of “Four Branches” of internationalization of higher education in China from a policy retrospective analysis. In particular, branch one includes China's policy on studying abroad after the reform and opening up; branch two concentrates on China's policy on studying in China after the reform and opening up; branch three explores the policy of Sino-foreign cooperation in running schools; branch four examines the policy of foreign exchange and cooperation. All these four emerging branches are interdependent, and all contribute to shaping the landscape of internationalization of higher education system in contemporary China. In addition, the conclusion and remarks are also offered in this book. The most important features of this book are: (1) new academic conceptualization; (2) comprehensive investigation of the new idea of “Four Branches” of internationalization of higher education in China from a policy retrospective analysis; (3) critically review and epitomize the contextualized construction of “Four Branches” of internationalization of higher education in China for constructing modern education model or system from conceptual, practical, and strategically scopes. The intended readers are scholars and researchers who are interested and work in research on China internationalization development in China and the administrators and stakeholders in Chinese education system and graduate students who majoring and minoring in the field of international education.
“Help! What Do I Do Now?”: Strategies to Support Children with Social, Emotional and Mental Health Needs in the Primary Classroom
by Sonia Mainstone-Cotton Sharon Cooke"Help! What Do I Do Now?" is an essential guide for primary school teachers, full of practical strategies to support children with social, emotional and mental health (SEMH) needs in the classroom.The book offers a comprehensive approach and holistic perspective on SEMH support, covering topics from regulating the whole class and regulating individual children, to understanding the impact of sensory needs and transitions. Chapters illustrate how a range of strategies can be applied in real-life classrooms, and case studies and reflections demonstrate how they can be adapted to suit each setting and unique child in need. Further support and guidance is also offered on staff wellbeing, emphasising the importance of looking after yourself and supporting your own wellbeing first.With a wealth of cost- and time-effective ideas and suggestions to support children with SEMH, this accessible guide will be essential reading for practising and trainee primary school teachers, as well as SENCOs and school leaders.
“I Will Walk Among You”: The Rhetorical Function of Allusion to Genesis 1–3 in the Book of Leviticus (Bulletin for Biblical Research Supplement #21)
by G. Geoffrey HarperThe well-known parallels between Genesis and Leviticus invite further reflection, particularly in regard to the rhetorical and theological purpose of their lexical, syntactical, and conceptual correspondences. This volume investigates the possibility that the final-form text of Leviticus is an indirect reference to Genesis 1–3 and examines the rhetorical significance of such an allusion.The face of Pentateuch scholarship has shifted dramatically in the last forty years, resulting in the questioning of many received truths and the employment of a host of new, renewed, and often competing methodologies by biblical scholars. This study sits at the intersection of these recent interpretive trends. G. Geoffrey Harper uses insights from the fields of intertextuality, rhetorical criticism, and speech act theory to create a methodological framework, which he applies to three Leviticus pericopes. Chapters 11, 16, and 26 are examined in turn, and for each the assessment of potential parallels at lexical, syntactical, and conceptual levels reveals a complex web of interconnected allusion to the creation and Eden narratives of Genesis 1 and 2–3. Moreover, Harper probes the theological and rhetorical import of these intertextual connections and explores how Leviticus ought to be understood in its Pentateuchal context.This comprehensive study of the connections between these two sections of the Hebrew Bible sheds light on both the literary artistry of these ancient texts and the persuasive purposes that lie behind their composition.
“I Will Walk Among You”: The Rhetorical Function of Allusion to Genesis 1–3 in the Book of Leviticus (Bulletin for Biblical Research Supplement)
by G. Geoffrey HarperThe well-known parallels between Genesis and Leviticus invite further reflection, particularly in regard to the rhetorical and theological purpose of their lexical, syntactical, and conceptual correspondences. This volume investigates the possibility that the final-form text of Leviticus is an indirect reference to Genesis 1–3 and examines the rhetorical significance of such an allusion.The face of Pentateuch scholarship has shifted dramatically in the last forty years, resulting in the questioning of many received truths and the employment of a host of new, renewed, and often competing methodologies by biblical scholars. This study sits at the intersection of these recent interpretive trends. G. Geoffrey Harper uses insights from the fields of intertextuality, rhetorical criticism, and speech act theory to create a methodological framework, which he applies to three Leviticus pericopes. Chapters 11, 16, and 26 are examined in turn, and for each the assessment of potential parallels at lexical, syntactical, and conceptual levels reveals a complex web of interconnected allusion to the creation and Eden narratives of Genesis 1 and 2–3. Moreover, Harper probes the theological and rhetorical import of these intertextual connections and explores how Leviticus ought to be understood in its Pentateuchal context.This comprehensive study of the connections between these two sections of the Hebrew Bible sheds light on both the literary artistry of these ancient texts and the persuasive purposes that lie behind their composition.
“Intention is not method, belief is not evidence”: Civic Education and Prevention with Former Right-Wing Extremists in German Schools
by Dr. Antje GansewigFor over 20 years, school interventions involving former right-wing extremists have been popular in Germany. In practice, they are advertised and conducted as both civic education and extremism prevention. This book uses an evidence-based and interdisciplinary approach to examine the potentials and challenges of this format. It provides a thematic embedding of German application, a comprehensive review of attributed impact assumptions and the state of related research. Furthermore, this research offers highly valuable, unique and comprehensive insights based on empirical evidence. It thus contributes to a better understanding of the format and its complexity. Overall, the findings give no clear indication that the involvement of former right-wing extremists in schools initiate civic education processes or prevent political extremism. Rather, the investigation found fundamental needs for additional research, modification, and sensitization. In this vein, this book makes a pioneer contribution to quality assurance and evaluation research in civic education and extremism prevention.
“One Belt and One Road” and China’s Education Development
by Jian Li Eryong XueThis book investigates the endogenous forces in the relation of “One Belt and One Road” and educational development in China. The conceptual framework of analyzing the relations offers an in-depth understanding of the vocational education, higher education system, and basic education system, locally, nationally, and internationally. The current situations, problems, and strategies of addressing the relation of “One Belt and One Road” and educational development in China have been explored in this book.
“We Scholars” According to Nietzsche
by Giosuè GhisalbertiThis book examines Nietzsche’s early writings on education, paying particular attention to his thought on scholarship and teaching. Giosuè Ghisalberti examines Nietzsche’s view of himself as a teacher in the broader context of his reflections on scholarship and philology, and puts Nietzsche’s examination into conversation with prominent themes in his later philosophy (including morality, truth, and language). The book is to be read as an assessment of our social predicament, in and out of the university. “We Scholars” According to Nietzsche develops ideas on our contemporary world most especially in institutions of higher learning and how morality is proving to be inimical to freedom.
“Whatever It Is, I’m Against It”: Resistance to Change in Higher Education
by Brian RosenbergAn invigorating work that identifies obstructions to transformative change in higher education and offers paths to break through. In &“Whatever It Is, I&’m Against It,&” president emeritus of Macalester College Brian Rosenberg draws on decades of higher education experience to expose the entrenched structures, practices, and cultures that inhibit meaningful postsecondary reform, even as institutions face serious challenges to their financial and educational models. A lively insider&’s account, the book pinpoints factors that hinder the ability of U.S. colleges and universities to be creative and entrepreneurial amid calls to improve affordability, access, and equity for students. Through pithy personal stories of divisive town hall meetings, multiyear college governance battles, and attempts at curricular reform, Rosenberg illustrates internal and external dynamics that impede institutional evolution. Pressures such as declining enrollment, escalating costs, and an oversupply of PhDs in academia have long signaled a grave need for reform within a profession that, as Rosenberg ruefully acknowledges, lacks organizational flexibility, depends greatly on reputation and ranking, and retains traditions, from the academic calendar to grading systems, that have remained essentially the same for decades. Rosenberg looks outside the U.S. system to find possible antidotes in innovative higher education models such as student-centered and experiential learning approaches. This thought-provoking work offers ample evidence for presidents, chancellors, deans, provosts, and faculty to consider as they plan their missions to achieve institutional transformation.
„Ab heute bist du Ausbilder“: Eine qualitativ-empirische Studie zur Rekonstruktion des Übergangs in die Tätigkeit des hauptamtlichen Ausbildungspersonals (Theorie und Empirie Lebenslangen Lernens)
by Clarissa PascoeIn diesem Buch wird der Übergang aus einer Tätigkeit als gewerblich-technische Fachkraft in die hauptamtliche Ausbildungsfunktion in einer betrieblichen Ausbildungswerkstatt untersucht. In einem fallrekonstruktiven Forschungsansatz wird das Erleben und Bewältigen von typischen Herausforderungen während und infolge dieses Übergangs nachgezeichnet. Hierzu wurden hauptamtliche Ausbilder*innen in den industriellen Metall- und Elektroberufen zu ihren Übergangserfahrungen befragt. Ergebnis ist eine empirisch fundierte Beschreibung von fünf typischen Entwicklungsaufgaben, mit denen Ausbilder*innen während und infolge des Übergangs konfrontiert werden und die sie in Abhängigkeit von subjektiven Ressourcen und Orientierungen unterschiedlich deuten und bearbeiten. Die Fallrekonstruktion führt zu vier Typen von Bewältigungsstrategien, die sich hinsichtlich ihres Umgangs mit Erfahrungswissen, ihrer pädagogischen Überzeugungen sowie ihres Reflexionswissens unterscheiden. Darauf aufbauend wird mit Hilfe des Sozialweltkonzeptes die Frage nach der Rolle und Funktion einer übergeordneten kollegialen Bezugsgemeinschaft als potentielle Wissens- und Kompetenzgrundlage der Akteure der beruflich-betrieblichen Bildung vor dem Hintergrund der strukturellen Rahmenbedingungen und Systemspezifika diskutiert.
„Bilder der Atombombe“: Zur Tradierung von Erinnerungen an den Atombombenabwurf von Hiroshima (Kindheit – Bildung – Erziehung. Philosophische Perspektiven)
by Lothar Wigger Jun YamanaDas Buch beschreibt und analysiert ein Bildungsprojekt des Friedensgedächtnismuseums Hiroshima und der städtischen Motomachi Senior High-School, das einen neuartigen Weg einschlägt und bis heute einmalig ist. In dem Projekt „Pictures of the Atomic Bomb: Drawing with the Next Generation“ setzen Schüler:innen die Erzählungen von Opfern des Atombombenabwurfs in Gemälde um. Der Band präsentiert zum ersten Mal das Projekt außerhalb Japans und interpretiert und diskutiert es in einem internationalen wissenschaftlichen Kontext. Das Buch enthält neben zahlreichen Abbildungen Erfahrungsberichte von Schüler:innen, die an dem Schulprojekt teilgenommen haben, sowie wissenschaftliche Interpretationen und Analysen japanischer und deutschsprachiger Wissenschaftler:innen aus pädagogischer, psychologischer, kunsttheoretischer, medienwissenschaftlicher, sozialwissenschaftlicher und philosophischer Perspektive. Zur Zielgruppe gehören neben diesen Wissenschaften auch Schulen, Museen und die interessierte Öffentlichkeit.
„Das Ende der politischen Ordnungsvorstellungen des 20. Jahrhunderts.": Erziehungswissenschaftliche Beobachtungen
by Jürgen Oelkers Ulrich BinderDer Band fasst erziehungswissenschaftliche Erkenntnisse und Positionierungen zur aktuellen historischen Phase, die mit guten Gründen als der endgültige Bruch mit soziopolitischen, -kulturellen und -moralischen Ordnungsvorstellungen des 20. Jahrhunderts bezeichnet wird, zusammen.