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The purpose of this paper is to provide a guide to published information on social science knowledge in an easy reference format for both students and experienced researchers. The booklet is divided into eight sections: guides to library use, general bibliographic aids, dictionaries, encyclopedias and handbooks, surveys and other guides to the literature, indexes and abstracts and bibliographies, where to find facts and biographies, and, a selected list of journals in social science. The headings listed above are further divided into the disciplines of the social sciences as follows: anthropology, behavioral science, economics, education, geography, social work, and sociology. References to psychiatry and psychotherapy are included under psychology, and, there is no separate listing for statistics. The material under the headings move from the general to the particular. A general knowledge of what is included under each type of source is necessary. (SBE)

This collection of papers was compiled by a number of friends of Barbro Johansson, a well-known Swedish missionary of her generation, who wanted to honour her. Barbro Johansson trained as a teacher in Sweden, and went to Tanzania in 1946. She re-opened and rebuilt the Girls' School at Kashasha, Bukoba, and played an active role in church, community and political affairs. In 1959 sha was elected Member of parliament for Mwanza, and served in that capacity for a number of years. In 1962 she became a Tanzanian citizen. Later, on President Nyerere's request, she became principal of the Girls' Secondary School, Tabora. For three years she was Adviser to the Tanzanian Ambasador to Sweden. She was active in Adult Education and community programmes in Tanzania and served on the Board of the University of Dar es Salaam. She contributed a great deal to the links between Sweden and Tanzania. Contents: 1. Barbro Johansson “Swede and Tanzanian” / J.E.F. Mhina -- Barbro Johansson “Missionary, church leader, politican” / Olof Sundby -- 2. A concerned participant / Ernst Michanek -- Development of human rights “notes from an African debate / Olle Dahlén -- Adult education / Joan E. Wicken -- Evaluation and continuous planning of development projects / Carl Gösta Widstrand -- Meeting African women / Kerstin Anér -- 3. Creative fellowship in the church universal / Tore Furberg -- World wide mission and visible unity “Perspectives om ecumenism in Tanzania” / Carl F. Hallencreutz -- Lutherans and mission in Tanzania / Joel Ngeiyamu -- The Lutherans World Federation “vision and service” / Josiah Kibira -- The Prophetic role of the church, as experienced in Namibia, 1975 / Carl-Johan Hellberg -- 4. Free women of Bukoba / Marja-Liisa Swantz -- Family, community and women as reflected in “Die Safwa” by Elise Kootz Kretschmer / Marcia Wright -- 5. First steps in Bukoba / Bengt Sundkler -- My sister “a Tanzanian” / Karin Lundström -- Barbro “the Kashasha education alist” / Birgit Joahnsson -- Kashasha diary 1950s / Ingrid Persson -- Remembering Mama Barbro and Kashasha Girls’ School / Christine Mulokozi -- In the Tabora Girls’ Secondary School / Hindu B. Lilla -- Contributors

European journal for Research on the Education and Learning of Adults 5 (2014) 2, S. 195-207, The demands laid on the individual by increasingly fragmented life-wide learning imperatives lead to constant pressure on adults of ‘migratory background’ to display agency and take up a position vis-à-vis cultural-ethnic ‘belonging’, while around them an integration/assimilation debate continues to rage in German public discourse. The focus of this paper will therefore be the experiences of transition and transformation in learning biographies which are often experienced as self-‘translation’. The paper will address agency, inclusion/exclusion in the learning biographies of young adults who straddle the precarious identity of German-Turk/Turk-German. I use here talk elicited in the learning biography of a student of Turkish origin. The assertion of agency-in-diversity is given voice in uneven ways. The extracts allow us to listen closely to the workings of agency in the subjective, shared experience related in auto/biographical narratives. (DIPF/Orig.)

Dette verket er lisensiert under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Denne artikkelen utforsker læreroppfatninger om sakprosalitteraturens potensial i møtet med elever, med et særlig fokus på biografier. Studien søker svar på følgende spørsmål: Hvilke oppfatninger om elevers møter med biografier kommer til uttrykk i intervjuer med tre norsklærere? Hvilket dannelsespotensial kan biografiene ha i undervisningssammenheng? Læreroppfatningene undersøkes gjennom en empirisk kasusstudie der tre norsklærere intervjues i forbindelse med et undervisningsopplegg om biografier. Studien er forankret i teori om hvordan læreroppfatninger er et resultat av ulike erfaringer og kunnskaper (Levin, 2015), og sjangerteoretiske perspektiver om sakprosalitteraturens kompleksitet (Sanders, 2018). Resultatene viser at lærerne er mindre opptatte av at de biografiske tekstene skal fungere som kunnskapskilde og oppøve elevene til å bli kritiske lesere. Man vektlegger i større grad den estetiske og emosjonelle erfaringa som oppstår i møtene med biografiene. Lesing av biografier skaper forskjellige lesererfaringer og leseropplevelser på bakgrunn av biografienes visuelle og verbaltekstlige variasjon og kompleksitet. Hvordan man snakker om disse erfaringene og hva som skaper dem, blir sentralt for arbeidet med sakprosalitteratur i klasserommet. Abstract This paper explores teacher perceptions of students´ encounters with nonfiction, with particular focus on biographies. The study tries to answer the following questions: What views about students' encounters with biographies are communicated in interviews with three literature teachers? What is the educational potential of biographies in a teaching context? The teachers' perceptions are examined through an empirical case study in which three Norwegian teachers are interviewed about their teaching experiences. The study is grounded in theory about how teacher perceptions are a result of different experiences and knowledge (Levin, 2015), and genre theoretical perspectives on the complexity of non-fiction literature (Sanders, 2018). The results show that the teachers are less concerned about developing critical readers through work with biographies, but seem to be more aware of the aesthetic and emotional experience that arises in these encounters. However, aesthetic and emotional experiences do not exclude developing critical awareness. The visual and textual variations in various biographies encourage different reading experiences and participation, and this is crucial in classroom discussions about nonfiction.

RESUMO O artigo discute a dimensão das narrativas biográficas na formação de professoras-educadoras do campo, por meio do curso Escola da Terra Capixaba, ocorrido em sua segunda edição nos anos 2017 e 2018, no Espírito Santo. Coloca em cena o debate da educação do campo e a formação docente a partir das experiências dos sujeitos que, no registro de suas biografias amalgamadas à vida, trabalho e formação, compartilham experiências e produzem processos formativos, o que provoca diálogos consigo, com o outro e com o mundo. Como resultados, depreende-se que as narrativas biográficas das professoras-educadoras do campo visibilizam os saberes e fazeres de suas experiências e fertilizam as aprendizagens a partir das reflexões e tensionamentos que provocam no sujeito narrador e no coletivo da escuta. O trabalho resulta ainda como propulsor de outras racionalidades teórico-metodológicas no âmbito da formação continuada de professoras-educadoras do campo. RESUMEN El artículo analiza la dimensión de las narrativas biográficas en la formación de profesoras-educadoras en el campo, a través del curso Escola da Terra Capixaba, que tuvo lugar en su segunda edición en los años 2017 y 2018, en Espírito Santo. Se expone el debate sobre la educación del campo y formación docente a partir de las vivencias de los sujetos que, al registrar sus biografías vinculadas con la vida, el trabajo y la formación, comparten experiencias y producen procesos de formación; permitiendo generar diálogos consigo mismo, con el otro y con el mundo. Como resultado, se infiere que las narrativas biográficas de las profesoras-educadoras en el campo, visibilizan los saberes y prácticas de sus vivencias y permean el aprendizaje a partir de las reflexiones y tensiones provocadas en el sujeto narrador y en el colectivo de escucha. El trabajo también se convierte en propulsor de otras racionalidades teóricas y metodológicas en el ámbito de la formación continuada de profesoras-educadoras en el campo. ABSTRACT The paper discusses the dimension of biographical narratives in the formation of teachers-educators in the countryside, through the course Escola da Terra Capixaba, whose second edition happened in 2017 and 2018, in Espírito Santo. It focuses on the debate on rural education and teacher training based on the experiences of the subjects who, in recording their biographies combined with life, work and training, share experiences and produce training processes, which provokes dialogues with the self, the other, and the world. As results, it is inferred that the biographical narratives of the rural teacher-educators bring life to the knowledge and doings of their experiences and fertilize the learnings from the reflections and tensions that they provoke on the narrative subject and on the listening collective. The work still results as propeller of other theoretical-methodological rationalities in the scope of the continued formation of rural teacher-educators.

QfI - Qualifizierung für Inklusion 3 (2021) 2, Jede Lehrerinnen- und Lehrerbildung sieht sich der Aufgabe gegenüber, den Studierenden die Bedarfe und die Lebenswelt einer breiten Diversität unter den Schüler*innen zugänglich und nachhaltig nachvollziehbar zu machen. Dieser Artikel beschreibt ein Lehrveranstaltungskonzept im Bachelorstudium Lehramt Spezialisierung Inklusive Pädagogik (Fokus Beeinträchtigungen), in dem Studierende durch Kontaktszenarien (direkt und indirekt) Personen mit motorischen, motorisch-kognitiven und komplexen Beeinträchtigungen begegnen, um sich über ein kennenlernendes Verstehen Zugänge zur Lebenswelt Betroffener zu erschließen sowie Vorbehalte und Ängste abzubauen. Ein zentrales Element ist dabei die Auseinandersetzung mit Autobiografien bzw. Biografien (Selbst-)Betroffener. Dieser Teil der Lehrveranstaltung wurde empirisch in seiner Wirkung auf einen Perspektivenwechsel der Studierenden untersucht. (DIPF/Verlag), Each teacher training faces the challenge of making the needs and living environment of a wide diversity of pupils accessible to its students. This paper describes a concept for a university course within the Bachelor study for inclusive education, during which students experience indirect encounter scenarios with people with multiple disabilities to improve their understanding of and to reduce prejudices and fears against disabled and/or handicapped pupils. A key element of this course is the reading and discussion of life-writings of persons concerned. This element has been evaluated by an empirical study on the change of perspective of the participating students.

In this paper I illustrate how auto/biography, drawing on feminist research methodology, enabled me to chronicle and theorise the lived experience of class relations in the academy. I explain how auto-diegetic auto/biographical doctoral research has provided me with ‘both a mode of representation and a mode of reasoning’ (Richardson, 1997, p. 28) which was therapeutic, reflexive, as well as agentic to help me understand the sense of displacement in the academy and how I used my doctorate to redress that.

Der Beitrag beschreibt aus einem soziologischen Blickwinkel aktuelle Rahmenbedingungen für Bildungsinstitutionen und individuelles Bildungsverhalten in einer differenzierten und dynamischen Gesellschaft. In Kombination einer Lebensverlaufsperspektive und des Blicks auf zentrale gesellschaftliche Entwicklungen werden veränderte Bedingungen von Bildungsprozessen deutlich, welche neue Ansprüche an ein zeitgemäßes Bildungssystem stellen. Ausgehend von unterschiedlichen Funktionen des Bildungssystems wird diskutiert, inwieweit Institutionen und Individuen von den gesellschaftlichen Veränderungen betroffen sind und wie sie angemessen darauf reagieren können. (DIPF/Orig.), The paper describes current conditions for educational institutions and individual educational behaviour in a differentiated and dynamic society from a sociological point of view. The combination of a life-course perspective and the view of central social developments reveals changed conditions of educational processes, which place new demands on a modern educational system. Taking different functions of the education system as a starting point, it is discussed to what extent institutions and individuals are affected by social changes and how they can react appropriately. (DIPF/Orig.)

Resumen Este articulo se destila de una investigacion llevada a cabo en torno al excepcional caso de Omar, un menor infractor que se convirtio en educador de menores debido, fundamentalmente, al proceso de reforma juvenil que le impuso el sistema de justicia espanol. El foco de este escrito se centra en escudrinar algunas de las claves esenciales de aquella buena practica. Para llevar a cabo la investigacion se utilizo la metodologia biografica, utilizando el modelo de relatos cruzados. Las principales fuentes de informacion fueron: a) Omar y otros diecisiete personajes clave (la jueza del caso, el subdirector del centro de internamiento, su tutora de libertad vigilada, su madre de acogida en Espana, etc.). b) Sus expedientes en el Juzgado de Menores y en la Direccion General de Reforma Juvenil. Y c) un amplio registro fotografico, fundamentalmente, de su experiencia en el centro de internamiento. El analisis se enfoca sobre: 1) el acompanamiento sociopedagogico llevado a cabo, 2) el caracter holistico de la intervencion y 3) su longitudinalidad. Y se centra en la intervencion desarrollada por la trabajadora social del centro de internamiento, que fue la piedra angular de todo el proceso de reforma juvenil (no solo de la medida judicial de la que oficialmente formaba parte). En las conclusiones se especifica: 1) Por que el acompanamiento sociopedagogico es muy adecuado para este tipo de casos. 2) Que se puede transformar mas facilmente al individuo si se adecuan sus circunstancias. Y 3) que la interseccionalidad debe ser coordinada durante todo el proceso. Abstract This article is distilled from a research carried out around the exceptional case of Omar, a young offender who became an educator of minors mainly due to the youth rehabilitation process imposed on him by the Spanish justice system. The focus of this paper is on exploring some of the essential keys to that good practice. The biographical methodology was used to carry out the research, using the cross-account model. The main sources of information were: a) Omar and seventeen other key figures (the judge in the case, the deputy director of the detention centre, his tutor on probation, his foster mother in Spain, etc.). b) His files in the Juvenile Court and in the Juvenile Justice System. And c) a broad photographic record, fundamentally, of his experience in the detention centre. The analysis focuses on: 1) the sociopedagogical accompaniment carried out, 2) the holistic character of the intervention, and 3) its longitudinality. And it focuses on the intervention developed by the social worker at the detention centre, which was the cornerstone of the whole youth rehabilitation process (not just the order of which she was officially a part). The conclusions specify: 1) Why sociopedagogical accompaniment is very appropriate for this type of cases. 2) That the individual can be more easily transformed if his or her circumstances are appropriate. And 3) that intersectionality must be coordinated throughout the process.

Überlebende des Holocaust zu Vorträgen an Schulen einzuladen ist - entgegen der dominanten Pathosformel des nahenden 'Verschwindens der letzten Zeitzeugen' - eine immer noch stattfindende und üblich gewordene Praxis. Die Eindrücklichkeit der persönlichen Begegnung mit Überlebenden und das Teilhaben am biografischen und zeitgeschichtlichen Bericht von Zeitzeug_ innen sollen ihren Beitrag dahingehend leisten dass "Auschwitz nicht sich wiederhole" (Adorno 1966). Der Aufsatz basiert auf einer laufenden ethnografischen Dissertationsstudie, in der Zeitzeug_innengespräche in der schulischen und außerschulischen historisch-politischen Bildungsarbeit in Österreich praxistheoretisch (z.B. Reckwitz 2003) untersucht werden. In diesem Beitrag werden nach einem knappen Einblick in das Design der Studie am Beispiel eines Falles einige Interaktionsmuster im Zuge des Gebrauchs von Artefakten in Zeitzeug_innengesprächen an Schulen beschrieben und hierbei verhandelte Verhältnisse und Legitimitäten zwischen erlebnisbezogenem und ereignisgeschichtlichem Wissen beleuchtet. (DIPF/Orig.), Dicussions about the future of Holocaust education without 'the last witnesses' increased in the last years. But inviting survivors to schools to deliver their personal testimony is still a common practice. Educators are confident, that including survivor stories in education can strongly contribute effective teaching about the Holocaust. Educational expectations are high and follow the demand of, Auschwitz never again' (Adorno 1966). The work with biographical narratives of survivors in different educational settings defines the empirical field of the ongoing ethnographic doctoral study on which this article is based on. Therefore, the social practices approach (e.g. Reckwitz 2003) is used. In this paper, I will give a short outline of my work and characterise along selected empirical material of the study, some patterns of interaction along the use of artefacts in talks with contemporary witnesses in schools and the sometimes inconsistent interplays and relations of experience based and specialised knowledge. (DIPF/Orig.)

Resumen: En este trabajo se sugiere, en primer lugar, la necesidad de que Maestras y Maestros de Primaria en formacion construyan un conocimiento general de la ciencia relacionado tanto con los contenidos mas estructurantes de las disciplinas implicadas como con la Historia de la ciencia desde un enfoque de genero, que les permita analizar criticamente las relaciones entre ciencia-tecnologia y genero-sociedad a lo largo de la historia y en el presente. En segundo lugar se presenta una investigacion cualitativa a partir de una propuesta didactica realizada por estudiantes de Didactica de las Ciencias en el Grado de Educacion Primaria de la Universidad de Granada sobre biografias de mujeres cientificas. Finalmente se discuten los resultados de la investigacion con el objeto de concluir con claves que nos orienten en el diseno de propuestas formativas para la ensenanza de las ciencias desde un enfoque de genero. Palabras clave : Ensenanza de las ciencias; Biografias; Genero; Historia de la ciencia; Educacion primaria. Inclusion of gender approach in teaching of sciences with biographies of female scientists Abstract: This paper is aimed, firstly, at suggesting the need for in-training Primary Education Teachers to build up general knowledge about science structuring contents as well as history of science from a gender perspective. This training in science should help students to analyse the relationships between science-technology and gender-society throughout history and at present. Secondly, a qualitative research carried out about a proposal developed by Science Didactics students of the Degree in Primary Education in the University of Granada about biographies of female scientists is described. Finally, the results of the research are presented, all leading to some key ideas on how to introduce the gender approach in the teaching of science. Keywords : Teaching of sciences, Biographies, Gender, History of science, Primary education. DOI : http://doi.org//10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i3.3602

Der Beitrag betont zunächst die mit Heterogenitätsannahmen wie Homogenitätszuschreibungen verbundenen Prozesse der sozialen Konstruktion und zeigt in einem weiteren historisierenden Zugriff auf, dass es sich bei homogenisierenden Prozessen um ein gesellschaftliches Grundmuster des Umgangs mit Heterogenität in Verhältnissen der Bildung und Erziehung handelt. Zugleich macht der Beitrag auf die sozialhistorischen Bedingungen und deren Wandel als konstitutive Faktoren für die Feststellung von Heterogenität und Homogenität aufmerksam und verdeutlicht die Dialektik von Homogenisierung und Feststellung von Heterogenität. (DIPF/Orig.), Discussions about heterogeneity or diversity as a condition for institutionalized education often show a distant relationship to homogeneity and homogenization as a process that takes place in and through educational institutions. This paper discusses how the result 'homogeneity' or 'heterogeneity' arises in educational situations and which role processes of social modernization play there. It turns out that homogenization as a process and as outcome socially is quite desirable. The often observed ambivalence about homogeneity and homogenization clarifies when two forms of homogenization can be distinguished, a 'normative' homogenization and a 'practical' homogenization. (DIPF/Orig.)

Auf bildungspolitischer Ebene wird derzeit verstärkt die Forderung nach mehr Lehrkräften mit Migrationshintergrund erhoben und dadurch eine eindeutige Relevanzsetzung des Migrationshintergrunds für den schulischen Alltag vorgenommen. Die Frage, die sich daran anschließt, ist die nach der Selbstwahrnehmung von Lehrkräften mit Migrationshintergrund. Mittels leitfadenorientierter Interviews wurden 14 Lehrkräfte mit Migrationshintergrund zu ihrem beruflichen Selbstkonzept und der Bedeutung ihres Migrationshintergrunds, die sie diesem für ihren schulischen Alltag beimessen, befragt. Mittels der dokumentarischen Methode wurde das Datenmaterial sowohl auf der inhaltlichen Ebene als auch auf der Ebene der kommunikativen Hervorbringung analysiert. Im folgenden Beitrag werden die Ergebnisse der sinn- und soziogenetischen Typenbildung präsentiert und vor dem Hintergrund des professionstheoretischen Diskurses interpretiert. Deutlich wird die Gefahr einer deprofessionalisierenden Verstrickung in die eigene Biografie, beider die Grundlage für die Erfüllung beruflicher Aufgaben nicht in der Ausbildung, sondern vorrangig in der eigenen Biografie gesehen wird. (DIPF/Orig.), The call for more teachers with migration background shows that on the level of education policy the migration background is considered to be of clear relevance for daily school life. This leads to the question of how teachers with migration background perceive themselves. Through guided interviews, 14 teachers with migration background were asked about their professional self-concept and the level of importance they ascribe to their migration background in daily school life. The documentary method was used to analyse the data not only on the level of content, but also regarding to how the themes mentioned were presented. The paper at hand presents the results of the sensegenetic and sociogenetic type formation and interprets them in relation to the profession-theoretical discourse. This analysis reveals the risk of not considering the teacher training, but primarily the own biography, the basis of fulfilling professional tasks, which would become a threat to a teacher's professionalism as they could be involved too much in their own biography. (DIPF/Orig.)

Sexualidade, gravidez e parentalidade jovem são assuntos complexos e de grande debate na modernidade tardia globalizada, jogando questões de liberdade e direitos, a par de regulação e controle social público, constituindo-se, assim, em campo de relevância educacional. Este texto revela conhecimento baseado em narrativas de uma jovem portuguesa e outra romena, de 17 e 19 anos, residentes em instituições de protecção social, devido a gravidez e maternidade jovem. Interpretam-se os seus discursos e subjectividades referentes a vivências antes e durante o período de custódia, mas projectando-se além deles. A discussão é enquadrada por relações entre cidadania sexual e íntima e educação, em cada percurso, sem esquecer as regularidades sociais que atravessam as suas vidas e das suas crianças. Discutem-se manifestações e regularidades que relacionam tanto género como poder: desconexão escolar prévia à gravidez, sexualidades desprevenidas e dificuldades em negociar sexo seguro. Sexuality and early pregnancy and childbirth are much debated in the current globalized modernity. Since these complex subjects involve rights, regulation and public social control issues, they are quite relevant in education. Based on the stories of a 17 years old Portuguese and a 19 years old Romanian young women, this paper reveals knowledge. Due to their early pregnancy and motherhood, both live in social protection institutions. The text interprets their speech and subjectivity regarding their experiences before and during guardianship, as well as their projects for the future. The discussion is framed by the relations between the intimate, sexual citizenship and education of each girl. It highlights the social regularities that mark out their lives and that of their child. It also addresses manifestations and regularities related to both gender and power such as: school dropout before pregnancy, unprepared sexuality and dificulties to negotiate safe sex La sexualité, la grossesse et la maternité précoces sont des sujets complexes qui provoquent de vastes débats dans la modernité tardive mondialisée, car ils jouent sur des questions de liberté, de droits, de réglementation et de contrôle social public, constituant donc un important champ éducationnel. Ce texte révèle une connaissance basée sur les narrations d'une Portugaise et d'une Roumaine de 17 et 19 ans qui habitent dans des institutions de protection sociale en raison de leur grossesse et de leur maternité précoces. Il interprète leurs discours et subjectivités quant à leurs vécus avant et pendant leur période de tutelle, mais également en ce qui concerne leurs projets pour le futur. Cete discussion s'inscrit dans le cadre des relations entre citoyenneté sexuelle et intime et éducation dans le parcours de chacune d'entre elles, et elle met en relief les régularités sociales qui traversent leur vie et celle de leur enfant. L'article discute ensuite les manifestations et régularités metant en jeu des relations entre genre et pouvoir: abandon scolaire préalable à la grossesse, sexualités mal préparées et dificultés à des pratiques sexuelles sans risques, etc.

Zeitschrift für Pädagogik 50 (2004) 1, S. 5-20, Bildung beruht nicht zuletzt auf einem verbindlichen Bestand von Büchern, von denen man annimmt, dass man sie gelesen haben muss. Ausgehend von diesem heute immer weniger eingelösten und einlösbaren Anspruch, wird gefragt, wie Menschen in der Vergangenheit solchen Büchern begegnet sind und welche Bedeutung sie in ihrem Leben hatten. An drei Beispielen (Ossip Mandelstam, Walter Mehring, Günter de Bruyn) wird beschrieben, wie der Bestand des väterlichen Bücherschranks von den Söhnen unter z.T. dramatischen Bedingungen angeeignet wurde, wobei deutlich wird, dass Tradition keine Sache der einfachen Weitergabe ist, sondern sich in der Dialektik von Verlust und Wiedererwerb vollzieht. Im zweiten Teil wird die Frage nach dem Absturz des Bildungsideals und seiner behutsamen Rückkehr gestellt, wobei sich abzeichnet, dass einer verwandelten Bildung in der Mediengesellschaft noch immer eine wesentliche Identitäts-Funktion zukommt, zumal sie auch etwas mit Bildern zu tun hat. (DIPF/Orig.), A possible definition of „Bildung”, today, could be: a set of books of which it is assumed that one should have read them (but in fact hasn’t). The paper presents three autobiographical accounts in which writers of the 20th century (Ossip Mandelstam, Walter Mehring, Günter de Bruyn) have described their specific encounters with their paternal bookcases, all of them under dramatic historical circumstances. These case storys make it clear that „Bildung” or tradition is not a matter of transmission or handing down a legacy, but involves a dialectic of loss, depravation and recovery. In the second part, the dumping of the ideal of „Bildung” is traced together with its tentative return in our postmodern world. It is argued that the concept of „Bildung” which, of course, has not survived the 20th century unchanged, can still fulfill a seminal function in identity formation in our media age. (DIPF/Orig.)

In dem Beitrag wird ein Zugang zur Disziplingeschichte der Erziehungswissenschaft beschrieben, und zwar aus der Perspektive der handelnden Subjekte. [Die Autoren] knüpfen damit an Überlegungen zu lokalen Wissenschaftskulturen und der kontextuellen Disziplingeschichte an. Dabei rücken die Herausbildung von Kommunikationsgemeinschaften, der dort stattfindende wissenschaftliche Austausch und die Veränderungen von "Denkstilen", auch durch exoterische Einflüsse, in den Mittelpunkt (Ludwik Fleck). Neue Einflüsse auf die Ausgestaltung der Disziplin Erziehungswissenschaft werden damit erfasst. Veranschaulicht wird dies am Beispiel der Korrespondenzen von Eduard Spranger und Wilhelm Flitner, insbesondere im Hinblick auf die Entstehung der "Lebensformen" und der "Laienbildung". (DIPF/Orig.), This paper will describe an approach to the history of the discipline that starts from the subjects involved and appropriates the notion that even scientific disciplines are anchored in local scholarly cultures and disciplinary contexts. This approach foregrounds the construction of communicative communities, and the scientific exchange that occurs within these communities. It also highlights changes in styles of thought, including those brought about by external influence (Ludwik Fleck). The correspondence between Eduard Spranger and Wilhelm Flitner will be used to illuminate this approach, in particular in regard of the development of the concepts of 'Lebensformen' and 'Laienbildung'. (DIPF/Orig.)