Religion lebt in Bildern. Bilder stiften Gemeinschaft. Gleichzeitig ziehen Bilder Grenzen zwischen Menschen. In diesem Spannungsfeld erforscht die vorliegende Arbeit Kriterien eines angemessenen Umgangs mit religiöser Bildlichkeit in interkulturellen und interreligiösen Lernsituationen.
Diese interdisziplinäre Forschungsarbeit im Schnittbereich von Religions- und Kunstpädagogik analysiert die Bedeutung verbildlichter Religion für das interkulturelle und interreligiöse Lernen zwischen Menschen christlicher und islamischer Prägung. Dazu untersucht der Autor zentrale Verbildlichungen des Christentums und des Islams vor dem Hintergrund imaginationstheoretischer und bildwissenschaftlicher Erkenntnisse und im Abgleich mit religionspädagogischen und kunstpädagogischen Bildumgangskonzepten. Darauf aufbauend entwickelt er Grundlagen einer interkulturellen und interreligiösen Bilddidaktik und legt dar, welchen Beitrag Religions- und Kunstpädagogik zu einem mündigen Umgang mit kulturellen Figurationen im Allgemeinen und mit religiösen Verbildlichungen im Speziellen leisten können.
[International Board: Roger Behrens (Germany), Mirka Dickel (Germany), Norm Friesen (USA), Alex Lautensach (Canada), Euler R. Westphal (Brazil)]
The book series “Culture and Education” includes publications about both the theory and the practical implementation of education. The volumes are selected with regards to the manifold connections among different understandings of culture. At a time of the ongoing quantification and numerical comparison of education processes, the publications of this series share the idea that education is a fundamental and anthropological element of man’s culture. The different volumes of this series focus on the idea that the human being is inseparably connected to, and even dependent with and on, learning. However, learning is always realized in specific cultural contexts.
Examples of this are the relationships between education and religion, education and literature, education and politics or education and aesthetics. With this plurality of possible connections in mind, the series broaches the issue of the relationship between culture and education with regards to three distinct methodological approaches.
First, the series includes work on foundational research that becomes manifest in publications about the philosophy of education. Second, the series includes publications on fundamental ideas of education and their realization in different historical constellations and/or significant works on educational theory. Third, the series includes publications which address the relationship between culture and education from a comparative perspective. These volumes attempt to broaden the intercultural discussion on learning as an anthropological constant.
Archive-Fever. Critical Memory Work in Educational Science
In order to sketch out the contours of critical memory work in education, we introduce the archive as a place and expression of a simultaneous production of knowledge and ignorance. In his text, »Archive Fever« (1997), Derrida links the archive and memory as individual and collective points of reference for the preservation and erasure of the past. Supplementing these ideas with Walter Benjamin’s ›Eingedenken‹ and Gayatri Chakravorty Spivak’s ›affirmative sabotage‹ alike, a critical memory work is drafted offering a fresh way of intervening in and working with the pedagogical archive and archives in pedagogy.
›Bildung‹, History and Memory: About the Relation of Traditions and ›Bildung‹ – a Case Study
The paper deals with a specific episode in the development of the german ›Erziehungs- wissenschaft‹, i.e., the transformation of the ›geisteswissenschaftliche Pädagogik‹ into an ›emancipatory‹ social science in the fifties and early sixties of the 20th century. By following the biographical lines of Klaus Mollenhauer, who wanted to transform the concepts of ›Bildung‹ and ›Pädagogik‹, the paper itself intends to show what an emancipatory ›geisteswissenschaftlicher‹ approach could look like.
Didactics 5.0 – A Didactic Theory as a Challenge for the Digitalized World Society. A Systematic and Reflective Description of Didactic Development
This paper develops a didactic theory for a future-oriented teaching and learning. In facing drastic social changes, the increasing young people refuse to meet their social responsibilities or even withdraw from any social contacts, though almost all of them have usually completed secondary education with sufficient grades. At the same time, the school didactics should ask how the practical handling of the social changes can be explained theoretically. On the other hand, Japan has conceptualized a new image of the future society as the ›Super Smart Society (Society 5.0)‹. This research is asking what it means for teaching and learning. In this context, this paper describes the didactic problems and challenges in Japan, before a new didactic model should be developed and explained in detail.
First slowly, later rapidly – The question of a loss of meaning of historical items in dissertations in Germany, Austria and Switzerland (1945–2019) from the point of view of the educational science research
The article refers to the problem, whether there is a loss in the relevance of historical items in dissertations in Germany, Austria and Switzerland (1945–2019). The article has an analytical and empirical approach regarding the count and amount of dissertation titles, universities and historical persons. The result is the thesis that there is a loss in the relevance of historical items.