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The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are Education II, Research Methods, Conference Proceedings Annual Conference DGIP 2024, "Cancel Culture" - Identity Search through Power Struggles?, Literature and Individual Psychology, and "In Touch" - Between Abstinence and Touch. The submissions will undergo an anonymous peer review. The deadlines for submissions for the different issues are June 1, 2024, September 1, 2024, December 1, 2024, March 1, 2025, June 1, 2025, and September 1, 2025. [Extracted from the article]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are: professionalization issues in further education and the role of science, education II, research methods, conference booklet for the annual conference of DGIP 2024, and "Cancel Culture" - identity search through power-seeking? The submissions will be reviewed anonymously. The deadlines for submission for each issue are indicated. [Extracted from the article]

The Journal for Individual Psychology is planning to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the issues in 2024 are groups, object and subject, professionalization issues in further education, and education II. Research methods are being sought for the issue in 2025. The submitted manuscripts will be anonymously reviewed. [Extracted from the article]

Historical foreign language teaching as a research object necessarily requires a hermeneutic and/or heuristic approach from a methodological point of view due to the temporal distance to the period under investigation. Research questions on the methodology of foreign language teaching in the 19th century – especially on grammar- and translation-oriented methods of French teaching – can be examined, among other things, in the form of the analysis of historical sources that contain aspects of methodological considerations of the teaching and publishing pedagogues. This paper describes a corpus of prefaces from historical textbooks for teaching French that trace a methodological-didactic discourse among textbook authors and teachers in the period from 1800 to 1882. The composition and typology of the textbooks in the corpus are discussed at the outset. Subsequently, the lexical selectors and formal acquisition criteria on which the corpus generation was based will be explained. Furthermore, the temporal and geographical framing of the study corpus is contextualized and, finally, the publication years of the textbooks are highlighted. [ABSTRACT FROM AUTHOR]