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Human Science Pedagogy is 'a strange case,' as Jürgen Oelkers has recently noted: In the Anglophone world, where Gert Biesta has compellingly encouraged scholars to 'reconsider education as a Geisteswissenschaft' (a human science) its main themes and the contributions of its central figures remain unknown. For Germans, particularly in more 'general' or philosophical areas of educational scholarship (i.e. Allgemeine Pädagogik), this same pedagogy is recognized only insofar as it is critiqued and rejected. Taking this strange situation as its frame, this paper introduces Human Science Pedagogy to English-language readers, providing a cursory overview of its history and principal contributors, while suggesting the contemporary relevance of its themes and questions in both English- and German-language scholarship. This paper concludes with an appeal to readers on both sides of the Atlantic to new or renewed consideration of this pedagogy as a significant and influential source for educational thinking deserving further scholarly attention. [ABSTRACT FROM AUTHOR]

This article appraises a series of Friedrich Schleiermacher's early writings (1799–1800). While appreciating the material conditions under which Schleiermacher was compelled to write anonymously, it also argues that anonymity features in these works as a literary strategy that sheds light on wider issues in his thought. I contend that the way Schleiermacher plays with this motif of anonymity helpfully illuminates distinctive theological assumptions undergirding his understanding of human nature, human language and gesture, and the rules he argues should govern social conduct. [ABSTRACT FROM AUTHOR]

In a work ahead of its time the German mathematician Hermann Grassmann (1809-1877) published in 1844 one of the landmark works in mathematics, his Ausdehnungslehre or Calculus of Extension. It contained the main theorems that make up what is today called linear algebra. The significance of the book was not recognized at first and it took even longer before any connection was publicly made between this work and Grassmann's training for the ministry. This was in spite of the strong influence on his thinking in general that he described coming from his teacher at Berlin, the theologian Friedrich Schleiermacher. [ABSTRACT FROM AUTHOR]

To engage the question of democratic futures, this essay considers Christian liberation theologies. It pursues an interpretative, constructive, and political agenda. Interpretatively, it identifies parallels between the methods and claims of liberation theologians and two classical theologians: Friedrich Schleiermacher and Karl Barth. Constructively, it suggests ways in which liberationist thought might improve theology in its Schleiermacherian and Barthian modes. Politically, it proposes that liberation theology--a mode of reflection both continuous with and constructively critical of classical theological outlooks--be viewed as a vanguard discourse that could dynamize the project of radical democracy. [ABSTRACT FROM AUTHOR]

This paper is based on ethnography of the 'worship time' at 'Breakfree' Church, a Pentecostal congregation in suburban Perth. I begin by exploring the ritualistic ways in which music is used to catalyse an ecstatic experience. Making use of the metaphor of 'break free', borrowed from a popular worship song, I demonstrate that music is used in deliberate ways to assist people in leaving behind the profane and encountering the sacred. Drawing on the thought of theologian Friedrich Schleiermacher and philosopher Paul Ricoeur, I explore the ways music facilitates and symbolises this experience. I demonstrate that for church members, the ecstatic divine-human encounter is the centre of their church worship and the antidote to difficult experiences such as grief or illness. [ABSTRACT FROM AUTHOR]