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This book offers perspectives on how'education as we know it'is being challenged by the complexity of'nextness'that no longer allows for taking deeply grounded assumptions on the meaning of education as granted. This book interrogates ontological, ethical, and political challenges that immigrant children face. With the global situation in which more and more children are displaced, direct intergenerational transmission is broken, suspended, or complicated and made incoherent, and “things of concern” may be radically different for policymakers, for teachers, students, or their parents. Even the concept of the child as one who needs to be educated before they start participating in adult life cannot be taken for granted in this context. What needs and what can be passed on — and what is worth passing in this context? How do we conceptualize education to encounter newcomers in their realities of being both native and strange, inmate and neighbour or alien, temporal and spatial — and how do we address them all as worth of address? These questions will shine through the authors'reflections on crisis, education, and migration in the complex context of war, climatic catastrophe, displacement, hospitality and institutionalised hostility. This book suggests significant ideas for educational theory and practice responsive to the multi-dimensional crisis of which massive migrations is the most pressing feature in school nowadays.

Im Zentrum des Buches stehen der Begriff der Autonomie und seine Bedeutung (Veränderung und/oder Verlust an Bedeutung) innerhalb der gegenwärtigen Bildungslandschaft. Die zunehmende Relevanz der empirischen Bildungsforschung, Schwerpunktlegung auf die Evaluierung sowie das Aufkommen der Kompetenzmodelle wirkten sich auf die Praxis und Ziele des Bildungsprozesses aus. Die Ursachen und Begleitumstände dieser Veränderung, z. B. die Einführung der Bildungsstandards und weitreichende Testpraxis, werden analysiert und einer Kritik unterzogen.

Der Sammelband ist der Frage gewidmet, wie sich Forschung und Lehre zueinander verhalten. Hochschulmitarbeitende stehen vor der Herausforderung, Forschung und Lehre in einem Spannungsfeld aus Anreizsystemen, Zeitmangel und persönlichen Interessen unter einen Hut zu bringen. Dabei wird der Renommee bringenden Forschung oftmals der Vorzug gegeben, die Lehre dabei zum notwendigen Übel reduziert. Doch stehen Forschung und Lehre wirklich in einem Widerspruch? Oder ist es nicht auch möglich, dass die Forschung durch die Lehre, und die Lehre durch die Forschung profitiert, so dass zwischen beiden eine synergetische Wechselwirkung bestehen kann?

As a follow up to Pedagogical Encounters in the Post-Anthropocene, Volume I, this book addresses three major areas in response to the post-Anthropocene: Technology, Neurology, Quantum. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. As in Volume I, the author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. Technology in education has been a significant development. There is a concerted effort to review this development placing stress on the rise of learning machines and algorithms. In the second encounter the vast literature on neurology is addressed, especially neurodiversity and the various symptoms that have emerged in the post-Anthropocene era. The last section reviews issues related to quantum theory as this is fundamental to tensions between physics and metaphysics. The volume concludes with the author's own pedagogical proposal for the future.

Dieser Band entwickelt eine'mediensensible'Fachdidaktik Philosophie/Ethik. In Bezug auf die Lebenswelt der Schüler•innen werden Unterhaltungen und Kunstfilme des Medienphilosophen Alexander Kluge auf dessen Web-TV dctp.tv für eine philosophisch-ethische Bildung wahrnehmbar und denkbar. Kluges audiovisuelle Clips werden als Unterrichtsmedien ernst genommen, ihre Bild- und Tonspur(en) didaktisch gewürdigt. Das Montieren diskursiver und präsentativer Elemente ermöglicht zugleich eine medienphilosophiedidaktische Propädeutik zugunsten des Umgangs mit anderen Web-Inhalten (etwa auf YouTube).

This volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene: childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he turns to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times.

​This book examines Nietzsche's early writings on education, paying particular attention to his thought on scholarship and teaching. Giosuè Ghisalberti examines Nietzsche's view of himself as a teacher in the broader context of his reflections on scholarship and philology, and puts Nietzsche's examination into conversation with prominent themes in his later philosophy (including morality, truth, and language). The book is to be read as an assessment of our social predicament, in and out of the university. “We Scholars” According to Nietzsche develops ideas on our contemporary world most especially in institutions of higher learning and how morality is proving to be inimical to freedom.

Lehren und Lernen, verstanden als komplexe Vermittlung und Verarbeitung von Inhalten, findet immer in räumlichen Kontexten statt, die hinderlich oder förderlich sein können. Diese Räume können von ganz verschiedener Art sein und sie müssen sich keineswegs auf den Hörsaal und Seminarraum beschränken. Der Sammelband, der aus zwei Symposien des Münchner-Dozierenden-Netzwerks in den Jahren 2020 und 2021 hervorgegangen ist, möchte diese Räume erkunden, medial reflektieren und zugleich neue Räume für die Lehre eröffnen. Folgende Fragen stehen dabei im Zentrum: Welche Lehr- und Lernräume innerhalb und außerhalb der Hochschule haben sich bislang bewährt? Wo liegen ihre Grenzen, wo ihre Möglichkeiten? Wie lassen sich Lehr- und Lernräume gestalten? Welche Materialien, welche Technik und welche Medien haben sich bewährt oder bieten neue Möglichkeiten?

This book analyzes the changing portrayal of GDR literature in German Gymnasium textbooks 1985-2015. Addressing the need for textbook research to broaden its focus from GDR history to GDR literature, the author presents case studies of well-known GDR authors (Bertolt Brecht, Johannes R. Becher, Anna Seghers, Wolf Biermann, and Christa Wolf), each examining a particular aspect of the societal discourse about GDR literature and the tension between (literary) text and (historical) context. Taken together, the case studies reveal the frequently underestimated power of ideology in literature textbooks. They also show how attempts to package these authors into simplified categories ultimately reveal the profound complexities of the GDR literary legacy. By examining the clear tension between literature and politics in textbooks and curricula, the author demonstrates how ideological messages are transmitted in all textbooks, as well as the importance of attending to overt and covert ideology.

This book offers a rich account of how quality improvement agendas, informed by neoliberalism, create contradictory and complex contexts in which teachers produce different types of practices for specific purposes. Drawing on Michel Foucault's analytical tools, archaeology and genealogy, this book weaves together findings from classroom observations, field notes and interviews to explore the dichotomies between practices focussing on day-to-day pedagogies and practices concerned with performance management and accountability initiatives. By attending to a Foucauldian conception of power and counter conduct, it explores new means of defining quality in teaching spaces. After considering existing quality assurance judgements, the book illuminates the significance of moving slightly away from an institutionalised enterprise culture and loosing relations with reductionist approaches as a starting point. While doing so, it reworks the idea of quality by presenting other ways of looking at the complex character of pedagogical real(s) with new insights into an emergentist and process-oriented conception of teaching practices. The book argues that we need to unlearn our existing knowledge of quality that overlooks contextual constraints and opportunities enmeshed in teaching practices. It questions the assumptions that the existing methods of observation are capable of quantifying the quality of education in a classroom or in a college in toto. By introducing the idea of documentisation, the book breaks new theoretical ground to show that this so-called system of robust accountabilities is not as self-evident as we believe and why we must rethink quality by unthinking our current common sense. Written for researchers in educational studies, practising teachers and policy makers, this book combines profound insights from theory and contemporary teaching practices with clear guidelines as to how educational policy making should be approached.

This book examines the role of teaching within public education. It critiques its function in today's educational policies and theories and establishes an alternative way of understanding teaching. It explores teaching from within a Sophist tradition of educational practice and thought.The first part of the book discusses the vital link between public education and democracy, the shifts in schooling's role in fostering competition and comparisons at the cost of social responsibility and democratisation. It identifies the driving force of those shifts as forces of aggression and destruction, central to a neoliberal ideology. The second part of the book argues for a practice of Sophistical teaching rather than Socratic teaching. It explores in-depth what it could mean to be teaching in an up-to-date sophist tradition of educational thought and practice.The book also includes insights for teaching to counter aggressive forces of nationalism, racism, and late capitalism's violence and the escalating climate crisis. Readers will be able to understand teaching within educational thought and precisely how different teaching forms can contribute to education as democratisation.

This book interrogates the ways in which “end of the world” thinking has come to define and delimit pedagogical approaches in Anthropocene times. Chapters unfold through a series of speculative studies of educational futurity—sustainable futures, energy futures, working futures—each of which is positioned as an experimental site for probing the limits of pedagogical unthinkability so as to speculate, through concept creation, on unthought educational trajectories. Specifically, the book is oriented towards the creation of pedagogical concepts that work to problematize and resituate questions of educational futurity in relation to the planetary realities raised by today's pressing extinction events. It is from this experimentation that a weird pedagogy emerges, that is, an experimental pedagogical anti-model, a speculative program for the unprogrammable that seeks to counter-actualize potentials of and for unthinking pedagogy at the (so-called) end of the world.

Die Philosophiedidaktik ist eine herausfordernde Disziplin. In ihrer Aufgabe als Vermittlungs- und Reflexionswissenschaft muss sie Entwicklungen der aktuellen Philosophie berücksichtigen, auf die komplexen Veränderungen unserer Lebenswelt reagieren, die Herausforderungen des Lernorts Schule ernst nehmen und die Erkenntnisse wesentlicher Bezugsdisziplinen einbeziehen. Diese Vernetzungsaufgabe verlangt nach systematischen philosophiedidaktischen Untersuchungen für die Lehrkräfteausbildung. Ziel dieses Bandes ist die Analyse und Diskussion der philosophischen, fachdidaktischen und bildungstheoretischen Fragestellungen einer Reihe komplexer Herausforderungen, die für die Ausbildung an der Hochschule, im Referendariat sowie in der Fort- und Weiterbildung wirksam werden: Welche Rolle kann und soll philosophische Bildung in inter- und transdisziplinären Bezügen spielen, wie z.B. bei der Bildung für nachhaltige Entwicklung oder in einem Bildungslabor? Wie kann und sollte Philosophieren mit Kindern praktiziert werden? Wie kann und sollte mit der Forderung nach Inklusion umgegangen werden? Ist problemorientierter Unterricht der Goldstandard philosophischen Unterrichtens oder nicht? Auf diese und weitere Fragen geben die Beiträge der Autor•innen Antworten und Lösungsvorschläge, in denen alte und neue Kontroversen sichtbar werden. Der Band versteht sich als Beitrag zu lebendigen Grundsatzdiskursen, die ein Fundament liefern für die Entwicklung eines zeitgemäßen Philosophie- und Ethikunterrichts.

This book provides original ideas and practical recommendations for educators in a post-pandemic world. We live in a world that has been upended by the COVID-19 pandemic. Students around the globe have been besieged by disruptions that threaten not only their academic learning but also their mental, emotional, and interpersonal well-being. In the midst of pressing and mounting challenges, how can schools ensure the total wellness of all their students? Beyond reactive, piecemeal, and short-term measures, how can schools enact mindful education that pays attention to wholeness in every student? Extending the current research on well-being and mindfulness, this book draws insights from Confucian and Christian traditions. These two traditions have been selected as they are widely seen to represent, and have impacted, Eastern and Western civilisations respectively for millennia. Informed and inspired by Confucian and Christian perspectives, this book proposes that mindfulness is an orientation towards wholeness, where one experiences he (harmony) and shalom (peace). Mindful education is realised through: A school community of ren (humanity) and agape (love); A transforming curriculum that centres on dao (way) and imago dei (god's image); Empathic teachers who are motivated by shu (putting oneself in the other's place) and the Golden Rule (do to others as you would have them do to you); and Self-directed learners who develop themselves through xiuji (self-cultivation) and spiritual disciplines. Applying ancient wisdom to contemporary settings, this book on promoting student well-being through mindful education is a useful resource for policymakers, educators, researchers, and general readers.

This book is the first to articulate and challenge the consensus on the right and left that knowledge is the key to any problem, demonstrating how the left's embrace of knowledge productivity keeps it trapped within capital's circuits. As the knowledge economy has forced questions of education to the forefront, the book engages pedagogy as an underlying yet neglected motor of capitalism and its forms of oppression. Most importantly, it assembles new pedagogical resources for responding to the range of injustices that permeate our world. Building on yet critiquing the Marxist notion of the general intellect, Derek R. Ford theorizes stupidity as a necessary alternative pedagogical logic, an anti-value that is infinitely mute and unproductive.