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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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A Vision of Education: Grasping Continental European Impulses

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Anja Kraus

Abstract: This contribution departs from the diagnosis of an increasing politicization of the fields of education in terms of its instrumentalization and bureaucratization, driven especially by means of governmental categories employed in describing what counts as knowledge in the fields of education. In this way, a pedagogical situation is prepared for engineering purposes. These developments awake the desire to return to pedagogy’s roots by changing its ruling categories. This vision is being followed up by e.g. referring to the prominent pedagogical visionary, Jean Jacques Rousseau. By stressing the children’s learning through their actual relationship to the world, at the same time seeing the need to anticipate their yet unknown future, Rousseau was one of those who substantially shaped the tradition of European Continental education and didactics. This tradition will be approached in basic terms. The methodological procedure is rooted in a Continental tradition of philosophical inquiry, with a focus on a historical reconstruction and theoretical analyses of philosophical, epistemological and anthropological assumptions about pedagogy. This work is associated with the European Continental approach of Pedagogical Anthropology, which develops a vision of education by departing from the question of `what it is to be human´.

Keywords: Human Science Pedagogy, primacy of practice, bildung, Pedagogical Anthropology, images of humanity, tacit knowledge.

Philosophical inquiry aims at critically reflecting conventional views and clarifying the underlying assumptions (cf. Burbules & Warnick 2006), this can happen e.g. through the analysis of images of humanity. Often, images of humanity...

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