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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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Anthropozän und Nachhaltigkeit. Zwei Visionen und ihre Auswirkungen auf Erziehung und Bildung


Christoph Wulf

Zwei Visionen und ihre Auswirkungen auf Erziehung und Bildung

Abstract: The starting point of this essay is the conviction that nature and culture are the common heritage of mankind. On this basis, it examines two visions that are extremely important for upbringing, education and socialisation, which are confronting and mutually dependent on each other in the 21st century. One can be described by the term Anthropocene, the other by the term sustainability. The Anthropocene in the strict sense of the word determines the fate of the planet. It is usually understood to describe the unintended effects of industrialisation and modernisation. These include man-made causes: climate change, the destruction of biodiversity, disrupted biogeochemical cycles, acidification of the oceans and pollution of the planet with the risk of destroying the basis of life for humans, animals, and plants. The second vision is to counteract these destructive developments and correct their negative effects. It aims at sustainable development and education for sustainable development. The collision of these two visions and the social forces underlying them give rise to many anthropological questions which are difficult to answer and which are of central importance for the historical and cultural self-image of mankind.

Keywords: Anthropocene, sustainability, education for sustainable development, heritage of nature and culture, endangered future, climate change, biodiversity, biogeochemical cycles, environmental pollution, marine acidification.

Zwei für Erziehung, Bildung und Sozialisation umfassende Visionen stehen im 21. Jahrhundert einander gegenüber und bedingen sich wechselseitig....

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