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(Un)pädagogische Visionen für das 21. Jahrhundert / (Non-)Educational Visions for the 21st Century

Geistes- und sozialwissenschaftliche Entwürfe nach dem Ende der ‹großen› Menschheitsgeschichte / Humanities and Social Science Concepts after the End of the ‹Great› History of Mankind

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Edited By Gerd-Bodo von Carlsburg and Annette Miriam Stross

Sind Visionen Phantasievorstellungen, Einbildungen oder gar Trugbilder vergangener Zeiten? Oder ist Visionen, retro- wie auch prospektiv gesehen, ein Potential zu eigen, das Geistes- und Sozialwissenschaftler.innen in der Gegenwart nutzen können und sollten?

In diesem Band zeigen Wissenschaftlerinnen und Wissenschaftler aus Deutschland, Litauen, Estland, Polen, Schweden und China, dass die aktuellen Debatten in den Geistes- und Sozialwissenschaften zu Themen wie Ökologie, interreligiöser Dialog, Identitätsbildung, Gesundheitserziehung, digitale Partizipation, (Welt-)Frieden, Sakrotourismus, Kulturmanagement durch die Einbeziehung visionärer Perspektiven aus unterschiedlichen Disziplinen neu belebt werden können.

Are visions imaginations of fantasies and illusions or even hallucinations of past times? Or has a vision, in retrospect and in preview, a potential that humanists and social scientists can and should use in the present?

In this volume scientists from Germany, Lithuania, Estonia, Poland, Sweden and China show that current debates in the humanities and social sciences on topics such as ecology, interreligious dialogue, identity learning, health education, digital participation, (world) peace, sacrotourism, cultural management can be revitalized by including visionary perspectives from different scientific disciplines.

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(Non-)Educational Visions for the 21st Century

Are visions forward-looking fantasies and illusions or delusions of better times past? Are they exclusively linked to the literary and artistic genre or to hagiographic readings of “wise old men” (and women) like Plato, Meister Eckart, Teresa of Ávila, Johann Wolfgang von Goethe, and many others? And are they, in this regard, expressions of long outdated or non-scientific approaches? Or do visions, seen retrospectively as well as prospectively, have a potential that can and should be used by humanities and social scientists in the present?

An educational vision – so the tenor of the volume – implies the idea of an educational image (Bildsamkeit) of human beings, and it implies the idea of the evolution and humanization of society(ies). Both focuses contain opportunities as well as dangers that must be taken into account. Visions can also be viewed as “non-educational” both in the sense of stepping back from far-reaching, even ‘overreaching’ dogmatic claims and demands and in the sense of the necessary limitation of the educational perspective by including further disciplinary perspectives.

This volume shows that current debates in the humanities and social sciences on topics such as ecology, interreligious dialogue, identity learning, health education, digital participation, (world) peace, sacrotourism, cultural management can be revitalized through visionary perspectives. In this way, by remembering forgotten discourses or neglected traditions, boundaries can be crossed and new horizons opened up. At the same time, the visionary view enables the critical educational...

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