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In: Biblische Zeitschrift
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Abstract

Hermann-Josef Stipp has published some thoughts in this Journal about the relevance of my »Kritik des Wachstumsmodells« for the study of the book of Jeremiah. In responding, I like to avoid a major misunderstanding: I agree with Stipp and others that differences of language, style or ideology within a given book may be interpreted as hints to its literary prehistory or »history of redaction«. However, I dispute that such differences provide us with sufficient information to reconstruct sources or older versions of a given book. In all cases where the book of Jeremiah or parts of it can be compared with other versions it is evident that the textual reality is much more complex than »growth«. This is true for the pre-Masoretic Jeremiah compared with the Old Greek because of its homogenizing tendency as it is for the Jeremiah passages with parallels in Kings or Isaiah.

In: Biblische Zeitschrift
In: Biblische Zeitschrift
In: Biblische Zeitschrift
In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author:

Abstract

Education as an »Uncoercive Rearrangement of Desires« in the »Mode to Come«. Gayatri Chakravorty Spivak’s Postcolonial Turn to the Subject

Against the backdrop of recent anti-democratic movements in Germany and Austria, Julia König turns to Gayatri Chakravorty Spivak’s outline of education as an »uncoercive rearrangement of desires« in the »mode to come« and explores its meaning in post-Nazi, post-colonial societies. Given the historical entanglement, she proposes a reading of Gayatri Chakravorty Spivak’s pedagogy outlined in »Righting Wrongs« as a postcolonial »turn to the subject« (Adorno).

In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Organizing Democracy. Role and Function of NS-Memorial-Sites as Agents of Social Transformation

Today, NS-memorial sites in Germany are conceived, addressed, and perceived as state funded places of learning. Discussions about transnationalization, about the death of the last survivors, and a growing presence of right wing (memory-)politics is challenging their work. In order to trace the NS-memorial sites as pedagogical organizations, we focus on their role in processes of ›Organizing Democracy‹ in the context of an ›Education after Auschwitz‹.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik