Die Frage danach, was gute Lehrer*innen ausmacht, wurde schon immer engagiert diskutiert – Friedrich Wilhelm Dörpfelds systematische Überlegungen erlauben einen Einblick in die Diskussion im Deutschland des 19. Jahrhunderts.
Die aktuelle Diskussion um die Ausbildung von Lehrer*innen kreist immer auch um die Frage, wie die ideale Lehrperson denkt, handelt und entscheidet. Ausgewählte Überlegungen des Pädagogen Friedrich Wilhelm Dörpfeld zu Lehreridealen, zur Lehrerpersönlichkeit und zum Handeln der idealen Lehrperson werden in diesem Band in Auszügen präsentiert. Weitere Texte führen umfassender in das Werk Dörpfelds, seine Überlegungen zur Verbindung von Schule und Leben sowie Ideen zur Schulverfassung ein. Der Band bietet so eine Möglichkeit, dass Werk von Friedrich Dörpfeld kennenzulernen, auf seine Aktualität zu befragen und eigenständig weiterzudenken.
This work contributes to education for sustainability with innovative pedagogy and a new conceptual approach. It is based on a realistic assessment of our future in the Anthropocene, based on principles of human security and scientific models of remaining safe operating space. It critiques current approaches to education for sustainability and highlights solutions. A chapter on the ethics of sustainability education provides the conceptual basis for a taxonomy of learning outcomes and a section on how culturally diverse communities of learners can transform their guiding values in today’s classrooms.
Special attention is given to cultural learning, developing shared visions and diverse approaches, collective learning from transition events such as the 2020 pandemic, cultures learning from each other, and teacher education. The book integrates environmental ethics, zero growth and climate mitigation into a blueprint to educate successfully for a Great Transition to a truly sustainable future for a smaller, wiser humanity.
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.
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.
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.
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.