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


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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Die Kindheit ist – eigentlich – unantastbar: Chancen und Risiken der modernisierten Kindheit (Eva Rass)


Eva Rass

Die Kindheit ist – eigentlich – unantastbar: Chancen und Risiken der modernisierten Kindheit


Childhood has to be an untouchable and protected realm

A mushrooming body of scientific findings in the field of neuroscience, especially in neurobiology, describes the mental and bodily vulnerability of the immature infant and child. The experiences with the emotional and caretaking environment leave neuronal traces with imprinting quality in the growing brain-­mind-­body system which represents the fundament for a meanwhile very long life. Affect regulation and attachment theory emphasize these environmental influences in which the development of a child is embedded. Parents, later child care providers and teachers have to sustain the child externally by soothing and calming in his/her regulatory needs and through this external help the child can develop internally in his/her brain-­mind-­body system own psychobiological regulatory capacities. Very often children are thought to be little adults and therefore they have to adapt – especially in every day time-­schedule – to the adult world. This burdens very much the developing psychobiological stress system and influences negatively the level of the stress hormone cortisol which is hard to positively reorganize when it is stressed to much in early childhood. It is the feeling of safety and attachment security which enables the growing personality to become an empathic, responsible, and creative adult who can master the challenges of life without getting mentally or bodily ill and who can therefore avoid the depressive state of...

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