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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


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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Cognitive Reductionism as a Challenge for Teacher Training and Socialization of Younger Generation


Gediminas Merkys & Nijolė Čiučiulkienė & Daiva Bubelienė & Giedrė Kvieskienė

Abstract: The authors of this research paper make an attempt to reveal such an aspect of modern education as “cognitive reductionism”. It manifests itself in a relative underestimation of the importance of non-cognitive personality formations in the process of education and socialization of a modern person. “Cognitive reductionism” is a kind of social consciousness that develops arbitrarily. It may be regarded as a kind of by-product, not quite acknowledged by modern civilization, and significantly affects the practice of education. According to the authors’ arguments, this underestimation unambiguously leads to deformations of socialization and upbringing, is an obvious dysfunction of the modern education system as a whole. The expression and peculiarities of the “cognitive reductionism” phenomenon is revealed primarily by the example of teacher training, school and university socialization in general, as well as the primary professional adaptation of graduates (secondary schools, universities, vocational schools).

As factual material of this report there are presented significant events, trends, analysis of educational processes in Eastern, Western Europe and in the Republic of Lithuania. To a large extent, the authors rely on their own numerous social empirical studies, conducted over the past 20 years in the field of pedagogy, theory of socialization, sociology of education. Mainly, we are talking about a representative survey of all subjects of education: schoolchildren, students, graduates, teachers, school psychologists, education managers, as well as employers, both private and public sectors. As auxiliary methods...

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