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In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Answering the Uncertainty. On the Staging of Truth and the Lust for Unambiguities in Times of Crisis

Based on the observation that digital media are changing the nature of the public sphere and that disinformation is a new currency, the question of responsibility and secure knowledge is being raised again and again. There is hardly time for thorough assessments. The much too hastily written judgements of the digital world distort the overall picture because often only fragmentary information is processed. The self-critical examination of one’s own claims to meaning and validity, an argumentative questioning of the self-evident and discourse orientation are decisive educational moments in a time of collapsing contexts and the subjective truth associated with it.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author: Moritz Krebs

Abstract

The Pandemic as a Crisis Experience. On Insecurity, Vulnerability and Solidarity

The article focuses on the connection between crisis, uncertainty and risk against the background of the current pandemic. The vulnerability dimension of insecurity is considered from anthropological and social perspectives. Finally, questions about the possibility of solidarity practices are raised.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Epistemological and Power Theorical Perspectives on Structures and Implications of Pedagogical Understanding

Pedagogical understanding is mainly discussed along normative questions concerning the quality of pedagogical work. In contrast, the paper examines basic structures and implications of the understanding of pedagogues along epistemological and power theoretical perspectives. Thereby, it shows that pedagogical understanding differentiates and, with a focus on possibilities to interfere, creates the reality of people that get pedagogical support.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Hope. A Philosophical Outlook

The »Concept of Hope« has been established as a central idea in Philosophy not earlier than in the Philosophy of Enlightenment by Kant. In Kant’s Philosophy, the concept of hope is describing a constitutive dimension of »Reason« in its »practical use« which is mediating Political Philosophy with Kant’s Philosophy of Religion. As we can see Kant is following much more the biblical tradition on hope than the former understanding of hope as a virtue in Philosophy. From the insight of Kant, Philosophy today is able to learn about the fundamental importance of the concept of hope for a contemporary theory of public reasoning.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author: Paul Vehse

Abstract

The Strategy of Deconstruction and its Unintended Effects. On the Deconstructive Way of Dealing with Difference in Pedagogical Settings

The pedagogical dealing with difference has been questioned for its unintended effects on the reproduction of power relations. This criticism has been expressed mainly from a deconstructive point of view. Nevertheless, the strategy of deconstruction has not yet been questioned for unintended effects itself. The article discusses three aspects where unintended effects of these strategy can at least possibly emerge: (1) a deterministic view of the binary hierarchy, (2) a narrow understanding of transformation as proliferation and (3) a one-sided understanding of reproduction.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik