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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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Pädagogische Visionen. Aktualität – ‚befreite‘ Bildung als Kapital – sinnorientierte Bildung als Potenzial

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Gerd-Bodo von Carlsburg & Martina Möller

Aktualität – ‚befreite‘ Bildung als Kapital – sinnorientierte Bildung als Potenzial

Abstract

Topicality – ‚liberated‘ education as capital – sense-oriented education as potential

Institutional education was based in Europe on the church and the supervision of school by the clergy and a class-oriented education. In the historical process education is liberated from church control and secularization of education.

Pedagogical visions can be a catalyst for development of school and society. They can improve the way teachers define their role and the task of shaping teaching, upbringing and education.

Especially in times of crisis and upheaval, such educational visions give new hope and paint a picture of a better future brought about by better education.

On the one hand, these visions have a certain pull that enables many persons to work together on their realization. On the other hand, there is a risk that they will turn into the opposite through narrowing and radical sharpening.

This article focuses on selected educational visions that have had a lasting impact on our thinking and may still have [at least partially] lost none of their relevance to this day. These were initially shaped by faith and contained normative features. In addition, the question of whether and which visions shape pedagogical thinking today and which tasks and challenges are currently facing will be pursued. Education as capital? Or sense-oriented education as support for life? The...

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