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Denk- und Lernkulturen im wissenschaftlichen Diskurs / Cultures of Thinking and Learning in the Scientific Discourse

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Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.

This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

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Von der Beschaffenheit, dem Umfange und dem Nutzen der Moral (Christian Fürchtegott Gellert)

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Christian Fürchtegott Gellert1

Von der Beschaffenheit, dem Umfange und dem Nutzen der Moral

Abstract of the Editor

On the Nature, the Extent, and the Benefit of Morals

Christian Fürchtegott Gellert (1715–1769), extraordinary professor of poetry, rhetoric and morality at the University of Leipzig, was asked by Elector Frederick Augustus III of Saxony to write a treatise on morality. Thus, in 1765, the lecture “On the Nature, the Extent, and the Benefit of Morals” („Von der Beschaffenheit, dem Umfange und dem Nutzen der Moral“) arose. Gellert details morality, which he also describes as “knowledge of the duty of man”, as a key position in the search for happiness. At the same time, however, morals should also teach people what their happiness is. Morality is anchored in a godly life. Man can come from his basic religious understanding only to lasting happiness and contentment, if he subordinates himself to the will of God. To strive for morality, Gellert defines it as a desperate struggle, as work, the worthwhile struggle against numerous temptations. Morality must therefore unfold as a human virtue in the tension between nature and (god-­willed) reason. Gellert distinguishes between an external happiness which he sees subordinated to the inner happiness. Not always popular, but dignifiedly of a critical reflection, appear the demands of Gellert from today’s point of view. The question is primarily virulent, how do those are to communicate, terms such as humility, duty, obedience, reverence, mastery...

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