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Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article shows that social change at the end of the 1960s cannot be understood only in terms of large protest movements, but also on a small scale, as in the case studies analysed here, where the mostly unspoken "moral force of the ideal of authenticity" (Taylor, 1991, p. 17) is expressed by a wide variety of actors. Using two case studies from the school context and with pop culture references, the paper examines how the rebellious practices often described as typical of teenagers around 1968 were present not only among adolescents, but also among young adults - and among young teachers. The boundaries and transitions between young and old, between rejection and acceptance of different practices and forms of life (Jaeggi, 2014) seem to be fluid. Practices in the school context and the forms of life of young people are not always clearly distinguishable from the forms of life of young adults. Forms of life and everyday practices - based on insignia from music, from the world of comics, from fashion - were just as influential for the individual as loud protest movements against the "establishment". [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is a review of the monograph entitled Bildung und Demokratie in der Weimarer Republik, published by Franz Steiner Verlag in 2022. This monograph is an effect of the academic conference "Bildung und Demokratie", that took place in 2020 and was organized by the Weimar Republic Research Institution of the Friedrich Schiller University of Jena and Weimarer Republik e. V. The editors of the reviewed monograph, namely Andreas Braune, Sebastian Elsbach, and Ronny Noak, are renowned scholars specializing in problematics of the Weimar Republic. This review article contains a short description and evaluation of all sixteen chapters published together as a monograph. As a whole, they refer to a wide spectrum of subjects. However, their common ground is the question of the education of both youth and adults on the subjects of democracy and republicanism during the period of the Weimar Republic. All issues raised in the monograph are also analysed in the context of the very complex political reality of Weimar Germany. The article ends with general remarks on the problematics discussed in the monograph. [ABSTRACT FROM AUTHOR]

Copyright of Japanese Journal of Educational Research / Kyoikugaku Kenkyu is the property of Japanese Educational Research Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Military Science Review / Hadtudományi Szemle is the property of National University of Public Service and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Should citizens be educated into voting? Is non-voting a 'problem' for democracies, and, if yes, can it be educationalized? This article examines public debates on non-voting and its 'educationalization' in post-war Switzerland, in order to analyse the renegotiation of citizenship norms and ideals at a time when the priority of voting over other, non-institutional forms of political participation was increasingly contested. With a longstanding emphasis on (male) citizens' participation in institutional politics, Switzerland as a 'participationist state' is an interesting case study to observe tensions surrounding participation and its promotion among citizens. After the Second World War, Swiss political elites had already reinforced their efforts to cultivate voting as a 'civic duty' among young men, as they feared a weakening of the 'citizen-soldier' ideal. With the further rise and associated problematization of non-voting in the 1960s and 1970s, attempts to curb this phenomenon through educational measures peaked, but encountered latent or open resistance. The difficulties (or the impossibility) of educationalizing non-voting thus revealed a growing disconnect between the dominant (and gendered) framing of non-voting as a manifestation of an unacceptable passivity to be 'cured' by educational measures, and the demand for forms of political participation other than voting articulated by the 1968 social movements. Ultimately, these debates exemplify a series of key tensions in contemporary democracies. The first is the tension between inclusion and exclusion, from the late enfranchisement of women in 1971 to the still-unsettled question of the political role of non-citizen residents. The second is the contested prioritization of voting in relation to other forms of participation. Third and finally, the focus on promoting voting as a 'civic duty' collided with the recurrent search for a balance between rights and duties within citizenship, and, linked to that, between emancipatory and paternalist dynamics in attempts to 'mould' citizens. [ABSTRACT FROM AUTHOR]

Robert Graf Hue de Grais was a proliferate and influential writer on public law and administration. His handbook on constitution and admin-istration in Prussia and the German Reich, published in 25 editions between 1881 and 1930, was the standard reference work for generations of Prussian civil servants in the Kaiserreich and the Weimarer Republic. It even influenced, through a translation into Japanese, administration in Japan, and was noted in the USA, Belgium, France. Count Hue de Grais was also influential through his proposals on administrative reforms, as civil servant - he was Regierungspräsident of Potsdam - and in civic education. Part of his archive is now opened, a hundred years after his deaht. [ABSTRACT FROM AUTHOR]

The philosophical foundation of Bildung in the context of vocational education and training was significantly shaped by Eduard Spranger (1882–1963). However its legacy is not as present today since vocational schools in german‐speaking countries today focus strongly on competences. This article sheds light on the emergence of this concept, discusses the impact up to the present and reconstructs the debates surrounding it. [ABSTRACT FROM AUTHOR]

Georg Kerschensteiner is often called the 'father of the vocational school' in Germany. Working in the context of the German Empire in the 19th century, his historical achievement was to design a concept of vocational education that dissolved the opposition between general education and vocational education that had existed since Humboldt. He combined this with the idea that work processes have a positive educational effect. He is, therefore, part of the 'work‐school' movement as well. The educational‐theoretical and didactic positions elaborated by Kerschensteiner were, in different eras, received approvingly and disapprovingly in German vocational education and training research. A history of the discourse of German vocational education has emerged in which the considerations raised by Kerschensteiner are recurrently addressed and sustained. This article attempts to trace Kerschensteiner's influence on educational practice through various historical contexts including the vocational schools in Germany today. [ABSTRACT FROM AUTHOR]

This introduction familiarises the readers of this Special Issue with some important information and arguments that set the life and work of Georg Kerschensteiner, Eduard Spranger and Aloys Fischer in context. In addition, it shows their relevance to current debates and policies in vocational education and training (VET) in both Germany and the Anglophone countries. As a first step, some important concepts in German VET that may cause difficulty in the interpretation for English‐speaking readers are introduced and explained. Following from that, an outline of the historical context in which modern German VET was developed is set out and then the place of Kerschensteiner, Spranger and Fischer within that context is described with particular reference to the continuation school, the focus of Kerschensteiner's contribution. Spranger's main contribution was to integrate concern for VET within broader academic issues about education, while Fischer was concerned with young people's transition into the labour force at a time of considerable social and economic change. The introduction concludes with a discussion of the relevance of these thinkers and German VET more generally to the current situation of VET in England, with reference to such topics as 'academic drift' and liberal and civic education. [ABSTRACT FROM AUTHOR]

Are the games of Sid Meier's Civilization series 'God games'? Or should they better be termed 'Leviathan games'? This paper explores the conceptual interconnections between the six main games of the series (1991 to present) and the thoughts of Thomas Hobbes (1588-1679) in a close reading of the games' manuals as main sources in comparison with Hobbes' works, predominantly his Leviathan (1651). Civilization as a video game can be analysed as the simulation of a Hobbesian world based on the interpretation of Hobbes as a mechanistic, determinist, and secular philosopher. The source of this influence is tentatively traced back to William James and Ariel Durant's book series The Story of Civilization (1935-1975). This sheds new light on concepts of sovereignty and dominion as well as on interpretative ambiguities about the roles of war and the treatment of religion in the series. [ABSTRACT FROM AUTHOR]

Der internationale Wiederaufschwung der staatsbürgerlichen Erziehung im letzten Jahrzehnt hatte keinen anhaltenden Einfluss im spanischen Erziehungssystem. Im Gegensatz zu den Anstrengungen in Großbritannien, in vielen ehemals kommunistischen Ländern und Demokratien auf der ganzen Welt wie in Australien, waren die spanischen Bemühungen um eine demokratische Staatserziehung eher bescheiden. Trotzdem kann man von einem steigenden Interesse und einer immer größeren Verwirklichung der Überzeugung sprechen, dass Spanien ein Teil des neuen, demokratischeren Europas ist, das eine staatsbürgerliche Erziehung braucht, damit die jungen Leute ein demokratisches Bewusstsein entwickeln. Das Allgemeine Gesetz zur Regulierung des Spanischen Erziehungssystems (LOGSE) von 1990, zum Beispiel, beinhaltete staatsbürgerliche Erziehung als Teil der geplanten Erziehungsreform von Spanien am Ende des 20. Jahrhunderts. Unser Ziel ist es, das Programm für die Staatsbürgerliche und Moralische Erziehung, das 1990 vom spanischen Erziehungsministerium vorgeschlagen wurde, von seinen frühesten Formulierungen an kritisch zu analysieren und dabei auch die Änderungen zu betrachten, die bis 2001 eingefügt worden sind. Es wurden die Gesetzestexte und Anordnungen analysiert, die in der genannten Zeitspanne vom Ministerium (MEC: Spanisches Ministerium für Erziehung und Wissenschaft) veröffentlicht worden sind. Die veröffentlichte Bibliographie, die sich mit der theoretischen Basis der Vorschläge befasst, sowie die Hinweise auf die Einführung dieser Erziehung wurden ebenfalls berücksichtigt. Wir folgern aus unseren Studien, dass Spanien sich, trotz dieser Bemühungen in der Erziehungsreform, für ein kraftvolleres Programm für staatsbürgerliche Erziehung in einer Demokratie entscheiden muss, wenn es sich selbst, die Erziehung betreffend, als Teil des neuen Europas sehen möchte. Die jungen Leute in Spanien sind gewöhnlich nicht gut darauf vorbereitet, aktive, demokratische Staatsbürger im neuen Europa und in der fortschreitend globalisierten Welt zu sein. The international revival in civic education over the past decade did not have a pervading impact on the Spanish education system. Unlike efforts in Britain, many former communist countries and democracies in other parts of the world such as Australia, Spanish efforts to invigorate education for democratic citizenship have been modest. Nevertheless there has been a growing interest and an increasing realization that Spain is part of a new, more democratic Europe which needs civic education for its young people to enhance democratic citizenship. For example, the 1990 General Law for the Regulation of the Spanish Educational System (LOGSE) included Civic Education as part of the planned educational reform for Spain at the end of the Twentieth century. Our objective is to critically analyze the Civic and Moral Education program proposed by the Spanish Ministry of Education, in 1990, from its earliest formulations, including the modifications that have been incorporated until 2001. The legal texts and orders issued by the ministry (MEC: Ministerio Español de Educación y Ciencia) during the specified period were analyzed. Published bibliography presenting the theoretical basis of the proposal, as well as the references concerning its implementation, were also studied. We conclude that despite these efforts in educational reform, if Spain wants to see itself, educationally, as part of the new Europe, it will need to engage a more vigorous program in civic education for democratic citizenship. Currently young people in Spain are not well prepared for active, democratic citizenship in the new Europe and an increasingly globalized world.

The article reports that after the end of the war, the journalist Oskar Stark gave a lecture at the University of Freiburg on the subject of "Paths to Democracy in Germany". Topics include considered that Stark had briefly belonged to a liberal resistance group in Berlin in 1934/35 and was temporarily employed by the Berliner Tageblatt and from 1935 until the ban in 1943 was chairman of the editorial conference of the Frankfurter Zeitung.

The article combines a subjectivation-theoretical approach with conceptual-analytical approach for addressing formula responsibility in reform pedagogical movements. It mentions concept of responsibility in an ambivalent tension offered the possibility of both secularizing the pedagogical conscience in the form of a 'sense of responsibility' and at the same time intensifying the pastoral logic of the caring pedagogical leadership of the tours.

Copyright of Zeitschrift für Politische Theorie is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on social kingdom and the right of law in the service of freedom. It mentions that early development of the German social security system can be attributed, among other things, to German economist Lorenz von Stein's and philosopher Hermann Heller's influence. It also mentions prevention of the destructive consequences of the social question and to ensure the free personal development of all citizens.

Referring to historical debates and theories on vocational education and training (VET) since the 19th century and developments up to the present day, this paper considers the cultural conditions that were relevant for the emergence and legitimisation of vocational education and training and, in particular, the dual principle of apprenticeships in Germany and Switzerland. With reference to the theories of German Vocational Education Theory that emerged at the beginning of the 20th century and the concept of vocation (Beruf), i.e. the merging of occupation-based work and education, as it was propagated in particular by Georg Kerschensteiner, the development and establishment of dual vocational training in Germany and Switzerland is reconstructed, in line with what became the institutional framework of apprenticeships in the two countries. It is above all the focus on education in schools through Bildung as a pedagogical concept reaching beyond what may technically be associated with skill formation for jobs, but also the understanding that VET should be given a reliable institutional framework, that were crucial for the emergence and establishment of the modern VET system in both countries. [ABSTRACT FROM AUTHOR]

Copyright of Sociologia Ruralis is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Securitas Imperii is the property of Institute for the Study of Totalitarian Regimes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Konrad Adenauer's government in the Federal Republic of Germany (FRG) engaged in a large-scale media campaign to create political consent for the FRG's integration into the West, a policy that rested to a large extent on rearmament and entry into the North Atlantic Treaty Organization. To counter public criticism of rearmament, the West German authorities used Mobilwerbung, a company that maintained a fleet of mobile film screening vans. Clandestinely financed by the government, Mobilwerbung brought government-commissioned films and political speakers into the FRG's remotest areas. Based on archival records on deployments in Lower Saxony and North Rhine-Westphalia, this article traces Mobilwerbung's role as a government unit that reacted dynamically to competing events. Through highly detailed reporting on audience reactions, Mobilwerbung served both as a public relations vehicle to foster consent and as an analytical tool that allowed the mapping of public sentiment regarding rearmament. [ABSTRACT FROM AUTHOR]

Copyright of Kroatologija is the property of University of Zagreb, Centre for Croatian Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Western societies, modern sports have always been subjected to diverse expectations of social benefits. One especially bold and frequently repeated claim is that voluntary sports clubs serve as 'schools of democracy'. Based on a pragmatist framework of critique, the present study provides the first comprehensive map of evidence on this subject from German sports science, revealing limitations in the content, research methodologies, and democratic theories of past studies. Based on the shortcomings identified in the established concept of democracy underlying past research, an alternative theory is proposed, rooted in John Dewey's pragmatist philosophy of democracy. The final outcome is essentially alternative 'schools of democracy', basically prepared to be tested in further empirical studies. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)