Uddannelsesfilosofi og uddannelsesteori

Say Their Names, a beautifully illustrated children's book, blends breathing and self-affirmation rituals while also acknowledging injustices suffered by people of color.

In the symphony of life, your inner strength is the conductor that orchestrates your journey. "Unleashing Your Inner Strength: A Guide to Self-Motivation" invites you on a transformative odyssey, where the power within you becomes the compass guiding you through the intricate passages of self-discovery and motivation.Embark on a captivating expedition with this meticulously crafted guide, written not just in words, but in whispers that resonate with the deepest chords of your soul. Drift through the pages as you uncover the secrets of self-motivation, intricately woven into the fabric of your existence. This isn't just a book; it's a sacred map leading you to the hidden treasures buried within. Inside The Book:Ignite the Spark Within: Uncover the Source of Your Inner Flame!Embark on a journey of self-discovery as you learn to kindle the flame that resides within, setting your inner world ablaze with passion and purpose.Mastering the Mind: Unveiling the Alchemy of Self-MotivationDive into the art of mental alchemy and witness the transformation of your thoughts into the driving force that propels you toward your dreams.The Symphony of Success: Composing Your Own MelodyLearn to conduct the symphony of your life, harmonizing the notes of ambition, resilience, and determination to create a melody that echoes success.From Procrastination to Power: Breaking the Chains of InactionDiscover the tools to dismantle the shackles of procrastination and unlock the floodgates of productivity, propelling you toward your goals.Mindfulness Mastery: Nurturing Your Inner Garden of TranquilityCultivate the garden of mindfulness within, sowing the seeds of tranquility that blossom into a haven, shielding you from the storms of doubt and uncertainty.Trailblazing Through Adversity: Transforming Challenges into TriumphsUncover the resilience embedded within you as you navigate the challenging landscapes of life, transforming obstacles into stepping stones toward success."Unleashing Your Inner Strength: A Guide to Self-Motivation" is not just a guidebook; it's a companion on your quest for self-discovery and empowerment. Let the journey begin, and may your inner strength be the guiding star that lights your path to greatness.

This book is first in its category to reflect a lived experience from a phenomenological viewpoint within the Hizmet Movement (HM). Through the author's lens, you will read about the transformation of HM along with his own over a span of three decades. Moreover, the book does not shy away from sensitive subjects such as LGBTQA+ topics in this Turkey-based, Muslim educational movement. This book took more than five years to complete and includes a brief history of the Turkish Republic and the HM, details from Gülen's life, his and other HM participants' overlapping philosophies on education and language, and the arduous interview process to put this book together. A full copy of the interview with Mr. Fethullah Gülen on education and language is available at the end of the book.This would be an excellent source for educational psychology departments, teacher training programs, political science, and theology majors.

In curriculum studies, we pay critical attention to violence in various forms; why not to nonviolence? This original and inspirational book foregrounds nonviolence as a positive force in education through multidimensional, complex, and interdisciplinary lenses. Starlight for shifting relational dynamics in a time of darkness and crises to co-create mutual-flourishing pathways, nonviolence not only has an inherent capacity to treat the roots of violence but is also built on a deeply shared sense of interconnectedness that fosters individual and communal integration. "Nonviolence or nonexistence" is an urgent call. This book (with writings that span a decade) conceptualizes nonviolence education through multilayered, evolving, and cross-disciplinary perspectives, centering on nonviolent relationality that engages with differences within the self and with the other (including the non-human other) to bridge inner work and outer work, transcend dualism and divisions, and transform pedagogy and curriculum dynamics. Drawing upon international and indigenous wisdom, Gandhi-King philosophies of nonviolent social change, theories of the human psyche and currere, post-structural theories, and feminism, this book explicates nonviolence as curriculum and educational renewal in an ongoing process, infused by attuned, improvised, creative, and integrative energy that holds tensions, cultivates compassion, and inspires awakenings. Scholars, students, and practitioners in the fields of curriculum studies, nonviolence studies, peace education, teaching and learning, educational foundations, philosophy of education, international education, East/West inquiry, and community based education will welcome this book.

This book grapples with what it means when education and democracy are at an end: when these two foundational aspects of our society seem to have reached a culminating point, no longer appearing to produce and make sense amid the crises of our time. Engaging topical political events and mobilizing a variety of cultural resources, Di Paolantonio shows that today the possibility of the future and the significance of an expansive transgenerational sensibility are radically in question as trends toward destruction, cruelty, and banality are steering world-defying calamities, and sparking ¿chronopathologies¿ of doom and despair among the planet¿s occupants. Unfolding his argument through a series of accessible chapters that draw on contemporary philosophy, educational thinking, and cultural-artistic works, Di Paolantonio explores how the transgenerational sensibility retains a possibility we might tap for overcoming the impasses of our time.

Through a philosophical lens, this book explores the powerful educational capabilities of classic psychedelics.

Proposes a form of moral education that joins care and justice to nurture and develop the desirable moral sentiments for a more just world at the interpersonal, social, political economic, and environmental levels.

Using an Open Marxist theoretical framework, this book provides a critique of the neoliberal reforms made to higher education since the late 1970s and the impact this has had on the sector. Rather than arguing for a return to the idea of the public university, the book argues that public and private models of higher education are both forms of capitalist accumulation and have historically perpetuated forms of oppression, exploitation and discrimination; thus, a more radical solution that addresses both the current crisis of higher education and the contradictory and exploitative nature of late capitalism is required. This book critically examines the autonomous learning spaces that emerged out of the UK student protests (2009-2010) and documents what can be learned from them to prefigure the idea of the university for a post-capitalist society.

This handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of ¿tact¿ as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teacher¿s capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way that are as restrained as they are enabled by the body. This handbook questions the familiar and established essentialist and naturalist view of the body to allow new perspectives on how corporeality affects learners.It will be of interest to scholars in education and philosophy as well as those researching in across social sciences.

This book focuses on educational praxis-connecting work inside schools with work outside school-to produce a revitalized critical theory of education that shows its slide away from Marxism and toward culturalism. The chapters outline a knowledge production process in three connected parts: a critical history; conceptual extensions; and praxis. 

In 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.

Locating Black girls' desires, needs, knowledge bases, and lived experiences in relation to their social identities has become increasingly important in the study of transnational girlhoods. Black Schoolgirls in Space pushes this discourse even further by exploring how Black girls negotiate and navigate borders of blackness, gender, and girlhood educational spaces. The contributors of this collected volume highlight girls as actors and agents of not only girlhood but also the larger, transnational educational worlds in which girlhoods are contained.

Phenomenology and the Creative Process explores the subject of creativity from a vast range of perspectives. While the emphasis is placed on fundamental ideas taken from phenomenological philosophy and its precursors, the book also engages with related issues from the fields of psychology, physics, narrative studies, art, literature, cognitive science and neuroscience. Author Steven L. Bindeman¿s objective is to employ an analysis of creativity from the dual perspectives of "identity" and "difference," in order to develop a pluralistic and open-ended understanding of the creative process. His central position is that while creativity can and should be studied as a physical, measurable phenomenon, we need to integrate quantitative studies with a phenomenological perspective that enables us to appreciate the distinctive experiential features of creative activities in order to fully appreciate the complex nature of the creative process.Bindeman¿s approach is important in that it recognizes the value of phenomenological studies without being afraid to draw insights from other fields of inquiry.This book thus offers unique analysis of creative individuals and works, applying insights from phenomenological philosophers to enrich our understanding of the creative processes of great artists, philosophers, and scientists.

In diesem Buch werden aus Interviews mit Gymnasial- und Gesamtschullehrer*innen in der Logik der Dokumentarischen Methode vier Typen von Lehrer*innenorientierungen zu Bildungs(un-)gerechtigkeit rekonstruiert:¿ Im wissenschaftsorientierten Typ wird Bildungs(un-)gerechtigkeit beruflich zurückgewiesen.¿ Im schüler*innenorientierten Typ wird Bildungsungerechtigkeit als den Berufsalltag leitendes Problem markiert.¿ Im stressorientierten Typ wird Bildungs(un-)gerechtigkeit als zusätzlicher Stressor im Berufsalltag herausgestellt.¿ Im grenzorientierten Typ wird Bildungsungerechtigkeit entlang eigener Grenzen beruflich problematisiert. Neben der Erkenntnis von vier verschiedenen modi operandi im Umgang mit Bildungs(un-)gerechtigkeit im Lehrer*innenberuf an Gymnasien und Gesamtschulen wird das Wording als zentral herausgestellt, um Kategorisierungen, Bewertungen und Reifizierungspotenzial aus dem Konzept zu nehmen.Zudem sind eine Reflexion der eigenen Berufsbiografie und sozialer Positionierungen sowie die Inszenierung des eigenen beruflichen Ethos wichtig, um (Nicht-)Passungskonsequenzen im schulischen Kontext zu verringern.

In the first US edition of Satish Kumar's classic book, we rediscover how our spiritual and social well-being connects to that of our planet.Internationally-respected peace and environment activist Satish Kumar has been gently setting the agenda for change for over 50 years. As 350.org founder Bill McKibben says, "There is no one on the planet better-equipped to make you think and rethink how you're living and how you might change." The age of sustainability is grounded on the knowledge that we ourselves are very much part of nature; that what we do to nature we in fact do to ourselves; and that the earth has a soul, which we share. Drawing on the example of Rabindranath Tagore, Kumar advocates living with awareness that our personal choices have political and poetic resonance. In this book, he inspires readers with the knowledge we are all leaders and can create change in our structures and mindsets for lasting peace and a sustainable culture and society. Celebrating an emerging global consciousness that reveres nature, the book explores how, as a global society, we need to embrace diversity and be aware of our role as pilgrims on this earth. Joyful and heart-centered, Satish Kumar reminds us that to bring about change in the world, we must embody the change we wish to see.

Turns to theories and cultural representations of psychosocial life to reflect on, and better understand, the challenges of learning in times of social strife.

SeferMivchar HaPeninimA choice of pearlsRabbi Solomon Ibn Gabirol This great Hebrew poet and philosopher was born in Malaga, Spain, about the year 4782, [1021], and died in Valencia, Spain, at the age of 36 or 37.Despite his very short life, Rabbi Solomon ibn Gabriol won great fame during his own lifetime, and even more so after his death when his writings became more widely known. His father Yehuda, was a native of the famous city of Cordova which was at the time under Arab domination. About ten years before Solomon's birth, when war broke out in that part of the Spanish peninsula, his father moved to Saragossa, also under Arab domination. Later they moved to Malaga, where Rabbi Solomon was born. Losing his parents at an early age, Rabbi Solomon nevertheless continued his studies of the Talmud, in which he found his only solace. The young Rabbi Solomon was an ardent scholar and became very proficient in the Hebrew as well as Arabic languages and grammar. He also studied astronomy, geometry, and philosophy. At the age of only 23, Rabbi Solomon Ibn Gabriol wrote his book - Tikkun Middoth Hanefesh, [Improvement of the Qualities of the Soul]. At About the same time, he also wrote - Mivchar Hapeninim, [Choice of Pearls]. Both Books were written in Arabic and subsequently translated into Hebrew by Rabbi Yehuda ibn Tibbon. In these books, Rabbi Solomon Ibn Gabriel presents a collection of moral sayings and maxims from Jewish as well as non-Jewish sources. The manner of Rabbi Solomon ibn Gabirel's death is shrouded in mystery. Legend has it that he was trampled to death by an Arab horseman, much in the same way that Rabbi Yehuda Halevi lost his life.

This book examines the role of teaching within public education. It critiques its function in today's educational policies and theories and establishes an alternative way of understanding teaching. It explores teaching from within a Sophist tradition of educational practice and thought.The first part of the book discusses the vital link between public education and democracy, the shifts in schooling's role in fostering competition and comparisons at the cost of social responsibility and democratisation. It identifies the driving force of those shifts as forces of aggression and destruction, central to a neoliberal ideology. The second part of the book argues for a practice of Sophistical teaching rather than Socratic teaching. It explores in-depth what it could mean to be teaching in an up-to-date sophist tradition of educational thought and practice.The book also includes insights for teaching to counter aggressive forces of nationalism, racism, and late capitalism's violence and the escalating climate crisis. Readers will be able to understand teaching within educational thought and precisely how different teaching forms can contribute to education as democratisation.

Studienarbeit aus dem Jahr 2022 im Fachbereich Soziale Arbeit / Sozialarbeit, IU Internationale Hochschule, Sprache: Deutsch, Abstract: Diese wissenschaftliche Arbeit beschäftigt sich mit der Person Bandura, setzt sich mit seinen Theorien und seinem Menschenbild auseinander und wendet die Theorie anschließend auf ein Fallbeispiel aus der Praxis an. Banduras Wirken kann als bahnbrechend bezeichnet werden, da er für die Bildung der Theorie über das soziale Lernen die bis dahin bestehenden Erkenntnisse nicht nur berücksichtigt, sondern auch kontinuierlich weiterentwickelt und zusammengeführt hat. Er gab Anlass zu einem Paradigma-Wechsel in den 60er Jahren, da es ihm gelang behaviorale und kognitive Modelle miteinander zu integrieren und daraus Behandlungsformen im klinischen Bereich abzuleiten. Es kam durch ihn zu einer kognitiven Wende, da nun mentale Prozesse in diesem Forschungsbereich eingeschlossen wurden und die Kognition als eine verhaltenssteuernde Komponente in der Theorie sowie auch Praxis anerkannt wurde. Bandura interpretierte demnach die Lernformen neu, indem er kognitive Prozesse aufzeigte, die die Konditionierung begleiten sollen. Seine sozial-kognitive Lerntheorie genießt unter den kognitiven Lerntheorien innerhalb der Verhaltensforschung und -therapie einen großen Stellenwert. Die Prozesse des Modelllernens tragen beispielsweise dazu bei, dass menschliches Verhalten und dessen Störungen besser erklärt bzw. eingeordnet werden können und sich Veränderungsstrategien, welche unter anderem Anwendung in Gruppentherapien finden, entwickelten.

This book provides a theoretical and philosophical examination of games, play and playfulness and their relationships to learning and wellbeing in adulthood. It draws on an interdisciplinary literature base (including game-based learning, game studies, education, psychology, and game design) to present a critical manifesto for playful learning in post-compulsory education and lifelong learning. While there is an established body of work in games and learning in adulthood, and a wide literature on the value of play in childhood, the wider potential of play in adulthood and playfulness is under-explored and still emergent. This book offers a comprehensive overview of play in adulthood, exploring the benefits and drawbacks, examining why play in adulthood is different from play in childhood, the role of play in culture, and making an argument for why it is important in our society that we embrace the principles of playfulness. 

Der Band stellt die Frage nach den Konstitutionsbedingungen von pädagogischen Institutionen als zentrale Mechanismen der (formalen) Durchsetzung der Jugendphase ins Zentrum. Dabei rücken Momente des Auseinanderdriftens von (sozial-)pädagogischen Institutionalisierungen und sich wandelnden Praktiken von Jugend in den Fokus und es wird ausgelotet, wann und in welcher Form sich darin Krisen von Institutionen des Jugendalters abzeichnen und diese dazu herausfordern, sich neu zu positionieren. Ziel ist es, die Institutionenperspektive innerhalb der erziehungswissenschaftlichen Jugendforschung zu schärfen und mit ihr diagnostizierte Krisen offenzulegen, sodass sowohl ¿die¿ Jugend und ihre krisenhaften Institutionen als auch die Krise der Institutionen und (ihre) Jugend klarer konturiert werden (können).

Subaltern theory emerged as a small voice within academia decades ago. Over time, this work generated significant debate and numerous publications, talks, and conferences. However, little has changed in the experienced lives of the masses. This led people to wonder: ¿the subalterns seem to have a voice, but can they take action?¿; or, in other words, is there subaltern practice?This collection of essays and poems, written with a broad audience in mind, hopes to demonstrate not just how the subaltern can identify and question hegemonic practices, but how they can create alternative frameworks and material that enable themselves and their communities. In doing so, this book aims to demonstrate not just how deep the colonial poisons run, but also how to detoxify ourselves and the environment around us.The writings included in this book study the inequalities that we experience in and around us and suggest actions and practices that can help us regain harmony. It is a callfor action and a sharing of ideas that can enable us to regain balance and fulfil our human responsibilities.

This text offers detailed information on the treatment and care of orthopedic injuries sustained by soldiers during warfare. Written by a pioneer in the field of military medicine, this book is an essential reference for medical professionals and military personnel alike.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Welche Erfahrungen machen Schüler*innen im Rahmen eines Bildungsaufstiegs an Waldorfschulen und welche Bedeutungen haben diese für ihre gesamte Biographie? Inwiefern kann die Waldorfschule als reformpädagogische Schule einen Raum für Bildungsaufstiege eröffnen? Diese beiden Fragen stehen im Zentrum dieser Studie zu intergenerationalen Bildungsaufstiegen an Waldorfschulen, die biographieanalytisch und sinnrekonstruktiv die Lebensverläufe von ehemaligen Waldorfschüler*innen untersucht. Die Autorin analysiert, wie die Waldorfschule als Sozialisations- und Bildungsraum von Kindern aus nicht-akademischen Elternhäusern erlebt wurde. Neben der Rekonstruktion von subjektiven Sinnsetzungen und damit verbundenen Identitätskonstruktionen werden schulische Möglichkeitsräume betrachtet. Damit wird nach den Chancen und Risiken der Waldorfschule für Bildungsverläufe von Kindern aus nicht-akademischen Elternhäusern gefragt und die schulischen Strukturbedingungen in den Blick genommen. Die Studie stellt einen Beitrag zur Forschung über Reform- und Alternativschulen dar, darüber hinaus ist sie im Feld der Schülerbiographieforschung und der qualitativen Forschung zur Bildungs- und sozialen Ungleichheit angesiedelt.