Uddannelsesfilosofi og uddannelsesteori

This book re-conceptualizes teaching through an engagement with Jean-Paul Sartre's early existentialist thought. Against the grain of teacher accountability, it turns to the demanding account of being human in Sartre's thought, on the basis of which an alternative account of teaching can be developed. It builds upon Sartre's key concepts related to the self, freedom, bad faith, and the Other, such that they might open up original ways of thinking about the practices of teaching. Indeed, given the everyday complexities that characterize teaching, as well as the vulnerabilities and uncertainty that it so often involves, this book ultimately aims to create a space in which to reimagine forms of accounting that move from technicist ways of thinking to existential sensitivity in relation to one's practice as a teacher.

This book is a demonstration of how the interpretive phenomenology and hermeneutics of Hans Georg Gadamer can be applied to the study and practice of business pedagogy.

This book provides a revitalised account of the study of children's drawing by outlining a departure from existing approaches privileging developmentalist accounts and presenting drawing as a specialised human endeavour separated from other material entanglements constituting children's everyday experiences. The book takes on current developments in the fields of early childhood arts and early childhood literacies to advocate for process-oriented, new materialist and decolonial approaches that re-conceptualise the study of children's drawing. It proposes a future-oriented approach, centred on thinking experimentally with a focus on nonrepresentational elements, such as movement, sensation, intensity, rhythm, story and place, which singularly assemble in drawing events. Thus, the book discusses drawing as a process of sense-making that is not enclosed in the individualised body of the child and that unfolds corporeally in time and space. It revises the relation of drawing with symbolisation by suggesting that the use of language and signs in drawing form in entanglement with matter and sensation in processes of creative speculation connected with the movement of thought. Presenting a series of contributions by internationally recognised scholars and artists, the book aims to create synergies between theory and practice that speak of everyday realities interconnecting children, learning and sense-making.

"Albert Camus: Unveiling Moral Courage and Ethical Clarity" takes you on an in-depth philosophical exploration of one of the most significant intellectuals of the 20th century. We go deeply into Camus' beliefs in this enlightening investigation, revealing the essence of moral courage and ethical clarity that shaped his life and work.Learn about the philosophical influences that shaped Camus's perspective, from Feuerbach and the Marquis de Sade to his early exposure to Christian and ancient metaphysics. Explore the philosophical and existentialist landscapes of Germany as they influenced Camus' viewpoints on life, happiness, and the human condition.Discover the nuanced relationship that Camus had with political ideologies, including his early affiliations with communism and his observations on poverty and utopian thought. Learn about the complex interactions between his political ethics and philosophy.In the end, this book peels back the philosophical layers of Camus to uncover a profound comprehension of morals and ethics, which culminates in his revolutionary philosophy and the notion of Nemesis. You will be forced to accept Camus' vision of moral fortitude and ethical clarity by the last page, which makes this book a crucial addition to your philosophical collection. Get it now to start a life-changing intellectual exploration voyage.

Choice is an invitation to participate in an on-going, dynamic, ever-evolving process of expanded consciousness, compassion and connection with the sacredness of Life.

A collection of poems alongside gritty monochrome illustrations - transitioning from darkly humorous to disturbing. Some material may not be suitable for children.

Die Digitalisierung sowie der damit einhergehende Wandel von Gesellschaft und Arbeitsleben verändern die Anforderungen an Hochschulen, Lehrende und Studierende. Dabei entsteht eine neue Kultur digitaler Lehre mit großen Chancen und Herausforderungen für alle Akteursgruppen.Die Beiträge des vorliegenden Open-Access-Sammelbandes beleuchten die Entstehung digitaler Kulturen in der Hochschullehre und stellen neue Konzepte, Gestaltungsmöglichkeiten sowie Evaluationsergebnisse digitaler Lehr-Lern-Wege vor. Vor diesem Hintergrund werden in den Ausführungen auch digitale Werkzeuge und deren Anwendung sowie Weiterentwicklung in den Blick genommen ¿ sowohl für reine Online-Formate als auch für Mischformen aus digitalen und klassischen Lehransätzen.

This international book provides a series of viewpoints on academic integrity from the perspective of social sciences. It brings together multiple aspects of academic integrity, but with the consistent theme of being at a level of analysis that considers people and their place in the world. It covers topics such as how academic integrity can be taught, and why academic integrity breaches occur. This book informs the work of researchers, educators, and practitioners as we go forward in understanding academic integrity and addressing academic misconduct. The social sciences include academic disciplines such as sociology, economics, psychology, education, anthropology, political science, and criminology. Researchers and theorists in these fields offer a range of unique and valuable perspectives on academic integrity with questions ranging from: ¿Why do students cheat and how best do we teach them not to?¿ to ¿What are the societal and political implications of academic cheating?¿

This book starts from the premise that honest and constructive dialogue between scholars and educators of interculturality, especially from different geopolitical spheres, is needed more than ever. The book is about the important and yet contested notion of interculturality-a notion used in different fields of research. It was co-written by two scholars who have never met before and who got to know each other intellectually and personally in the process of writing this book, using interculturality as a looking-glass. (Re-)negotiating meanings, ideologies and their own identities in writing the chapters together, the authors enter into multifaceted dialogues and intercommunicate, sharing while accepting disagreements. The co-authors' different profiles in terms of geography, generation, status, preferred paradigms and multilingual identity (amongst others) are put forward, confronted, and mirrored in the different chapters, leading to the joint negotiation of aspirations concerning interculturality in communication and education. While describing their current takes on interculturality they also conduct autocritiques of their past and present engagement with the notion. The following questions are also addressed: Who is talking the most about interculturality in the world today? Whose voices are not heard? How to disrupt current hegemonies around the notion for real? And how to promote epistemological plurality in the discourses and narratives shaping our understandings of the notion? Autocritiquing is proposed as a way of unthinking and rethinking interculturality ad infinitum. This book argues that engaging with the notion requires constant self-reflection, examining one's positionality and intersectionality, listening to the voices that one projects onto the world of, e.g., research and education, and operating transformations in one's thinking, trying out new paradigms, ideologies and methods. 

This book continues the author's long-term reflections (over 20 years of scholarship and experience in intercultural communication education) around the fascinating and yet contestable notion of interculturality in education. As an unstable and polysemic notion, interculturality deserves to be opened up again and again and there is a need to engage with it continuously, observing, critiquing and problematizing its complexities. This book urges researchers, students and interculturalists to take the time to think carefully and deeply about interculturality and to find inspiration beyond the dominating 'Western' ideological world of intercultural research and education.This book starts from short fragments written by the author for himself over a period of one year. In these short statements and notes about interculturality, the author reflects creatively on the questions he had in mind at the time of writing and offers some (temporary) answers, which, in turn, are questioned and revised. Over the 1000 fragments that the author wrote, he selected about 100, for which he wrote commentaries, referring to and reviewing current research and debates on interculturality in the process. One of the specificities of the book is to be highly multidisciplinary to help us get used to looking for inspiration in other fields of research and creativity.The fragments can be read randomly - the reader may open the book at any page and pick any fragment. The author suggests reading each individual fragment first and then the accompanying explanatory texts. While reading them, the reader is also invited to reflect on any potential addition to what the author wrote - anything they might dis-/agree with, anything they would have wanted to discuss with the author. Questions have been added at the end of each chapter for readers to reflect on and to enrich their own criticality and reflexivity. The book serves as continuous guidance for engaging with interculturality.

In the last decade, a great variety and volume of scholarly work has appeared on mind-wandering, a mental process involving a vast range of human life, connected with "e;first-person perspective"e; and "e;personhood"e;, submental thinking, mental autonomy, etc. While different and emerging features that flow into and out of one another (second field, mental travel, visual imagery, inner speech, unspecific memory, autobiographical memory, fantasies, introspection, etc.) and negative and positive approaches seem to describe mind-wandering, we offer an interdisciplinary theoretical and empirically informed and informative overview on mind-wandering studies and methodologies oriented toward the educational field. The aim is to transform and enrich the debate on mind-wandering but also to show how theoretical arguments and research findings could inform the teaching-learning context.This groundbreaking book, moves along three representations of developed scientific knowledge: imaginary lines, circles and spirals. The first section, "e;The Lines"e;, develops new lines of inquiry on attention (selective and sustained) and mind-wandering, the influence of age and mind-wandering, embodiment, consciousness and experience and mind-wandering. In the second section, the "e;Circles"e;, groups of Chapters on the same topic, methodology (tasks and measurement), intervention (auditory beat stimulation and mindfulness practices) and creativity, recreate a dance of interacting parts in which there are always profitable, decisive and retroactive exchanges between the information that each group or author activates. The last section, "e;The Spirals"e;, critically discusses the absence of a unified theoretical perspective, in the pedagogical field, attentive both to the processes of emergence and the interactions between parts. 

Der Sammelband betrachtet Lehr-/Lernkulturen in der wissenschaftlichen Weiterbildung aus mikro-, meso- und makrodidaktischer Perspektive.Unter diversen theoretischen sowie forschungsmethodischen Zugängen werden in den Beiträgen zentrale Aspekte und Fragestellungen hinsichtlich des Lehrens und Lernens in der wissenschaftlichen Weiterbildung beleuchtet und analysiert. In den einzelnen Forschungsarbeiten rücken unter anderem kontextspezifische als auch fachkulturelle Differenzierungen, immanente Spannungsverhältnisse sowie schließlich bedeutsame Ausrichtungen der Lehr-/Lernkulturen in der wissenschaftlichen Weiterbildung in den Blick.

Philosophie als Wissenschaft, als Grundlagendisziplin und als interdisziplinäre Forschung: Ansätze, die sich eine zu Unrecht fast vergessene philosophische Schule zu eigen gemacht hat, nämlich die 1903 neu gegründete Fries¿sche Schule um den Göttinger Philosophen Leonard Nelson (1882-1927). Sie steht in der Tradition der Philosophie Immanuel Kants (1724-1804) und Jakob Friedrich Fries' (1773-1843). Der Nelsonkreis hält dem Vergleich mit dem Wiener Kreis stand. Die Anhänger des Nelsonkreises kamen u.a. aus der Mathematik, Physik, Philosophie, Psychologie, Theologie und den Sozial- und Wirtschaftswissenschaften. Über sie wirkte die kantisch-friessche Philosophie teilweise in andere Disziplinen hinein. Zu nennen sind beispielsweise der Psychiater und Psychologe Arthur Kronfeld (1846-1941), der Biochemiker und Nobelpreisträger Otto Meyerhof (1884-1951), der Mathematiker Gerhard Hessenberg (1874-1925), die Philosophin und Physikerin Grete Henry-Hermann (1901-1984), die Pädagogin MinnaSpecht (1879-1961), der Wirtschaftswissenschaftler Alexander Rüstow (1885-1963), der Theologe Rudolf Otto (1869-1937), der Soziologe Franz Oppenheimer (1864-1943) und der Sozialwissenschaftler Gerhard Weisser (1898-1989).Die Ausstrahlung des Nelsonkreises auf verschiedene Disziplinen sowie dessen Geschichte sind bislang noch nicht umfassend untersucht worden. Diese Forschungslücke soll mit dem vorliegenden Band geschlossen werden. Der systematische Forschungsband bietet zudem eine Einführung und einen Überblick zur Philosophie Leonard Nelsons.

The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016).Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009). These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008). The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009).In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective.

This groundbreaking book redefines human learning by placing sensation and experience at its core. The book delves into the essence of what it means to be human and how humans best learn and flourish. Drawing on insights from evolutionary biology, neuroscience, learning science, and the arts, the authors weave together a rich tapestry of ideas that challenge traditional approaches to education. The authors argue that school and educational research often ignore fundamental aspects of human learning, such as empathy, intuition, and balance. By examining what "experience" really means when we say "humans learn from experience," the authors propose a more holistic approach to education-much of which goes on outside school-that goes beyond talk, texts, and analytical reasoning. With examples from various media, particularly the wildly popular Japanese anime series Attack on Titan, the authors treat good teaching as experience design and show how experience can be a powerful force for learning and human flourishing.As our world faces unprecedented challenges and crises, this timely book serves as a clarion call for a transformative approach to teaching and learning that respects the nature of humans as distinctive sorts of creatures, urging us to create environments that nurture the full spectrum of human capacities.

What is ... The RestorationThe Restoration began officially on October 28, 2017 as a 3-part '32 year plan' designed to create, secure, and then pass on a global infrastructure, a network, and a perpetual pool of land-based and financial resources to further assist with the growth of future African Americans and African descendants.Part 1 of this plan centers on creating a globally viable multi-billion dollar investment-driven portfolio ... which includes ... purchasing, owning all rights to, and fully developing strategically located land masses.Part 2 of this plan focuses on bringing pieces of our "HEARTS" together by connecting, reconnecting, collaborating with 'and supporting' agencies, organizations, HBCU's, groups, individuals, businesses, friends, and others who are currently planning for and developing tomorrow's generation through areas which include, Health, Emboldening, Advocacy, Real Estate, Technology, and Security.Part 3 of this plan involves 'passing on' the established resources, plans, pivot-able structures, and safe guards to a "better prepared" generation of leaders in 2050 ... who will, in turn, add to those efforts and then pass the torch onto an even more prepared generation of leaders in 2100 ... "and so on"

The present study exploratively investigated the role of organizational culture in performance management practices in Kenyan higher education institutions. Specifically, the influence of organizational culture on the purpose and extent to which performance information is used was explored. Qualitative interviews were conducted followed by quantitative surveys, which were filled out by teaching and non-teaching staff in various universities in Kenya. The findings provide evidence of linkages between performance information use, diversity of measure and organizational culture. It has been established that, depending on whether flexibility or control values are dominant in the culture of an institution; performance information is used in varying ways. Institutions where flexibility values were dominant in their organizational cultures used performance information for attention focus, monitoring and decision making to a higher extent than universities where control values were dominant. Institutions where Flexibility values were dominant also showed a more diverse set of performance measures than in those where control values were dominant.

This book is a compilation of theoretical and empirical advances related to the phenomenon of inner speech  in education, and is aimed at academics and researchers in the area of psychology, education and culture.Inner speech has been a focus of multidisciplinary interest. It is a long-standing phenomenon of study in philosophy, psychology, and anthropology. Researchers from different disciplines have turned their efforts to understand this inherent experience of being "e;talking to oneself"e;. In psychology, Vygotsky managed to develop a complete description of the phenomenon, giving rise to a great line of research related to inner speech in the human experience.This book derives from an international research program, related to cultural psychology, socio-constructivism, developmental psychology and education. It opens the door for new debates and emerging ideas.

Lehren und Lernen, verstanden als komplexe Vermittlung und Verarbeitung von Inhalten, findet immer in räumlichen Kontexten statt, die hinderlich oder förderlich sein können. Diese Räume können von ganz verschiedener Art sein und sie müssen sich keineswegs auf den Hörsaal und Seminarraum beschränken. Der Sammelband, der aus zwei Symposien des Münchner-Dozierenden-Netzwerks in den Jahren 2020 und 2021 hervorgegangen ist, möchte diese Räume erkunden, medial reflektieren und zugleich neue Räume für die Lehre eröffnen. Folgende Fragen stehen dabei im Zentrum: Welche Lehr- und Lernräume innerhalb und außerhalb der Hochschule haben sich bislang bewährt? Wo liegen ihre Grenzen, wo ihre Möglichkeiten? Wie lassen sich Lehr- und Lernräume gestalten? Welche Materialien, welche Technik und welche Medien haben sich bewährt oder bieten neue Möglichkeiten?

I Guldborgsund Kommune er dannelse en bærende værdi og vision. Kommunen har en erklæret ambition om at være ”Danmarks dannelseskommune” og har prioriteret dannelse gennem initiativer som Dannelsesrygsækken, Filosofi i Folkeskolen, MasterClass om dannelse, Kulturtjenesten, forskningsprojekter og nationale konferencer om dannelse.”Det skal kendes på en voksen, at det har været barn i Guldborgsund,” er et slogan og pejlemærke for kommunens ambition. Sloganet udtrykker ambitionen om, at kommunens store satsning på dannelse vil præge børn og unge og sætte sig så bemærkelsesværdige spor, at det simpelthen kan kendes på en voksen, at det har været barn i Guldborgsund.Hele Guldborgsund Kommunes dannelsesarbejde munder nu ud i bogudgivelsen ”Det skal kendes. Dannelse som kommunal vej og vision”. Visionen med bogen er båret af en passion for at styrke dannelsens plads, nøglepersoner og praktik i alle landets kommuner. Bogen indfanger og formidler Guldborgsund Kommunes vej og vision som dannelseskommune, og har som formål at inspirere og kvalificere dannelsespraktikere i hele Danmark.Bogen rummer blandt andet ti teoretiske tekster om dannelsesfilosofi skrevet af ti professorer samt ti praktiske beskrivelser af dannelsessteder. Med bogen ”Det skal kendes” kan alle tage med på Guldborgsund Kommunes dannelsesrejse og få inspiration, viden og baggrund, teori og praksis samt redskaber til at tage rejsen selv.Bogen er redigeret af direktør og forfatter Jonas Norgaard Mortensen. Læs mere på www.dannelseskommune.dk

This publication puts forward a revised vision in an attempt to solve one of the most serious problems facing schools, that of their inability to involve all pupils in learning. Beyond being a simple vision, it is also a plea for an in-depth transformation of educational practices. The contributions in this book call for a different look at problems and practices in the fight against school failure. The chapters in this book present the challenges faced by education and training professionals in France, Spain, Hungary and Denmark. The texts question and highlight the idea of cooperation between families, schools, communities and local authorities. How can we develop relevant and effective professional practices to combat pupils' learning difficulties? In guidance and future orientation, how can we consider pupils¿ diversity and the often difficult social and economic context in which they live? How can we link school and out-of-school knowledge to better promote the development of pupils' learning? How can national or even international educational guidelines be linked to local initiatives?

Der Band diskutiert ausgewählte Positionen der Theoriebildung Ernesto Laclaus, die in den letzten Jahren im Kontext demokratietheoretischer Debatten zwar in politik-, kultur- und sozialwissenschaftlichen Feldern rezipiert wurde, deren Aufnahme in erziehungswissenschaftlichen Debatten aber eher als ¿handverlesen¿ bezeichnet werden könnte. Die Rezeption beschränkt sich häufig auf spezifische Einsätze rund um die gemeinsam mit Chantal Mouffe in Hegemonie und radikale Demokratie entwickelte und an Antonio Gramsci ansetzende Hegemonietheorie. Dass Laclaus Perspektiven jedoch eine Vielzahl produktiver Anschlüsse und Irritationen für unterschiedliche pädagogische Frage- und Problemstellungen beinhalten, verdeutlichen die hier versammelten Beiträge rund um transdisziplinäre Spannungsverhältnisse von Politik, Bildung und Pädagogik, von Artikulation und Repräsentation, von Ontologie und Identität oder im Kontext aktueller Sichtweisen auf Inklusion, Solidarität, Migration, pädagogische Beziehungen und Professionalität.

The Internet has penetrated material reality to such an extent that it is now often impossible to disentangle the material from the virtual. In this post-digital scenario, the encounter with >newness< becomes accessible at the touch of a button, 24/7. Learning becomes a lifewide experience which allows for the emergence of new culturalities. The contributors to this volume engage with cultural changes brought about by an intensified digitalization process in the context of formal education but also shed light on unexpected contexts in which informal learning experiences take place every day, strengthening diasporas, creating new connections and transforming ourselves and our societies.

Volume III of Archerian Studies, which we now deliver to our readers, focuses on the question of culture. Despite the numerous motifs which were introduced to the discourse pertaining to Margaret S. Archer¿s concept, we see that some repeat here constantly. We hope that this way of depicting considerations inspired by the thought of prominent scholars will not only become an occasion for this scientific literary output to become widespread, but will also open new research perspectives in sociology.

What role should white educators play in promoting equity and equality in their classrooms and schools?

Die Rekonstruktion von Normen und Alltagspraktiken im Unterricht der romanischen Sprachen bildete bisher weitgehend ein Forschungsdesiderat. Der Band stellt die Ergebnisse eines von der Deutschen Forschungsgemeinschaft geförderten Projekts vor. Dieses greift normativ-programmatische Bezüge in der Didaktik der romanischen Sprachen auf und kontrastiert sie in einem empirisch-rekonstruktiven Vorgehen mit den tatsächlich im Unterrichtsalltag beobachtbaren unterrichtlichen Praktiken. Die via Unterrichtsvideographie und -audiographie rekonstruierten Fälle werden mit Blick auf die Logiken der Praxis bzw. des alltäglichen Französisch- und Spanischunterrichts typisiert. Der Unterrichtsalltag der romanischen Sprachen wird damit erstmals in einer größeren Studie in vier Bundesländern und an neun Schulstandorten zum Thema gemacht. Neben den drei ermittelten Typiken beziehen sich weitere relevante Ergebnisse auf die im Projekttitel enthaltenen Kontextuierungen, auf die Materialität des fremdsprachlichen Klassenzimmers (Körper, Dinge, Zeit und Räume) sowie auf die Forschungsmethodik der Verwendung einer Körperkamera.

Karim Maktabi er opfinder af Håndtryksaflæsningsmetoden “De 4 Farver”, som bruges i praktisk dannelse, hvor mennesker kan lære selv bedre at kende. Bogen bygger på evidensbaseret praksis forskning. Metoden kan bl.a. bruges til:Afhjælpe og enda mindske symptomer på diagnoser.At tage ledelse og skabe optimal gruppedynamik.At skabe ro, tryghed og trivsel i en klasse.At give børnehavebørn livstryghed, der gør dem skoleklare."Jeg har gennem flere år kendt til Helteskolens virke gennem fælles klienter. Med et solidt afsæt i antikkens filosoffer beskriver forfatteren meget grundigt og på illustrativ vis, hvordan farverne kan aflæses og referere til vores adfærd, følelser og behov. Bogen vidner ikke blot om, at Karim har formået et systematisere sine erfaringer, men gennem en indsigtsfuld og klog tilgang gjort den tilgængelig for læseren. Denne bog er bestemt læseværdig."– Ole Kyed, aut. psykolog