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Author: Gaudenz Welti

Abstract

Cultural Understanding as Critical Approach

›Optimierung‹ and Human Enhancement have become general characteristics of modern society. By focusing on the possibilities of a ›cultural dimension‹ of improvement, this paper searches for alternative ways of framing the question and of defining the problem at hand. For this purpose the paper looks to the Tradition of Neo-Kantianism (Cassirer/Hönigswald) to develop a cultural approach and to propose a way of dealing with ›Optimierung‹ critically.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Contradictions of Adolescence. Narcissism and Triangulation in Postfordism

Based on the actuality of conservative values, aspirations for security and for adjustment and status maintenance among (post-)adolescents, the article examines possible reasons for the failure of educating for more democracy, social competences, and tolerance. It is the latent messages and general conditions of socialization in postfordism, that neutralize or even thwart the pedagogical efforts. To investigate the subjective effect of this hidden curriculum, we recommend making use of the quite unattended hermeneutic adolescence research. For that purpose, the concept of the moratorium is extended by its sociopsychological dimension. Narcissism and Triangulation as developmental psychological concepts proved particularly helpful in this case. Contradictory normative requirements in adolescence socialization attack the already labile narcissistic balance as well as the triangulation of youths.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
The Lost Mirror traces cultural patterns in which the interpretation of learning and education was developed against the backdrop of Hebrew thought.
The appreciation of learning is deeply rooted in the Hebrew way of thinking. Learning is understood as an open and history-conscious engagement of man with culture. The consciousness of history is shaped by the motif of the unavailability of the “other” and the difference to this “other”. This “other” is traditionally remembered as “God”, but may also be reflected in the motifs of the other person or the other society. The Lost Mirror reminds us of a deficit, which is that in our everyday thinking and everyday action, we usually hide, forget and partly suppress the meaning and presence of the unavailable other. The book approaches this thinking through portraits of people such as Janusz Korczak, Martin Buber, Hannah Arendt, Emmanuel Levinas, Jean-Francois Lyotard and others.
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition