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Krisen, Aporien und negative Erfahrungen haben in den letzten Jahren einen wichtigen Platz in Bildungstheorien eingenommen: Sie firmieren als Anlass für Bildungs- und Lernprozesse. Dabei ist aber der Einklang von Krisenerfahrungen und Bildungsprozessen nicht selbstverständlich. Der Beitrag geht dem vielschichtigen Verhältnis von Krise und Bildung nach und wirft ein Schlaglicht auf das Phänomen der Krise, auf traditionelle Positionen zur Theorie der Bildung sowie auf einen zeitgenössischen Ansatz einer krisenorientierten Bildungstheorie. Diesem werden zwei diskursive Rahmungen des Themas Bildung und Lernen aus Krisen zur Seite gestellt, die jeweils mit Gegenentwürfen kontrastiert werden: Die Sakralisierung der Krise wird durch ihre Profanierung kontrastiert; eine neoliberal-individualisierende Perspektive auf Krisen durch die Politisierung und Kontextualisierung von Krisen. In einem abschließenden Ausblick wird ein Vorschlag zu einem Ethos oder einer Haltung der Bildung aus, in und durch Krisen eingebracht und dieser auch auf die Haltung von Pädagog*innen bezogen, die mit Krisen in Lernen und Bildung sensibel umzugehen haben.

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Studia Nauk Teologicznych PAN is the property of Polish Academy of Sciences, Committee on Theological Sciences 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 Soziale Passagen 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.)

This article seeks to explicate the discourse on education in the 莊子 by reviewing several related cases presented in the text. Not only will this article show that this discourse is compatible with value pluralism, it will also demonstrate that these cases embody the idea of spontaneity and self-transformation. This analysis moreover sheds light on the principles and functions of "teaching without words." Through a reinterpretation of the phrase 用心若鏡 (using one's mind like a mirror), this article elaborates upon the text's advocacy of an open and tranquil state of mind, and focuses on how the analogy of a mirror can be adopted to indicate self-reflection in its pedagogical dimension. By exploring the definitions and implications of terms like 兩行 and 心齋, while also supplementing the lost passages in the "Attribute of Virtue Complete" section of the text, this article highlights the significance of emotions in interpersonal interactions, which are related to self-survey and action in nonaction. A perfect man can gain trust from others without harming or denying them. A steadfast heart can serve as a mirror as it allows the perfect man to set himself as a reference and guide others to focus on their emotions so that they too can achieve a tranquil state of mind. With such guidance, one could then use the perfect man to contemplate oneself. A motivation to transform oneself is thus generated. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Sexualforschung is the property of Georg Thieme Verlag Stuttgart 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.)

Guidance literature deals with awide range of topics. Studies on the range of topics and numerous individual examples have been available for quite some time. However, a more detailed analysis of the articulation processes in advice literature, based on educational theory, has yet to be conducted. Using three case studies, this article elaborates different forms of articulation in guidance literature based on sources and thus answers the question of how this articulation takes shape in concrete terms. In a first step, the basic assumptions of educational theory are outlined in order to tie the article back to the current discussion of educational theory in the field of guidebooks. In three short case studies, the individual strategies are then elaborated in a second step, in order to systematize the strategies again in a third step and to point out the remaining task of reading and systematizing guidebooks from an educational theory perspective as well. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung 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.)

Copyright of Österreichisches Religionspädagogisches Forum (ÖRF) is the property of Osterreichisches Religionspadagogisches Forum 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 Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

Copyright of Debatte. Beiträge zur Erwachsenenbildung 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.)

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.)

The article discusses the sociality and everydayness of education from a theoretical and phenomenological perspective. An ontology of showing is developed, in which the world and the self are shown as social others. Using examples from classroom research, it is shown that showing the world occurs in an intentional relationship to the world that eludes pedagogical representation. The text emphasizes that education is a social practice that takes place in various contexts and relies on transmission and tradition. It is also pointed out that showing objects in education creates a relationship between intention and withdrawal, and that the world should be shown in its ontological difference. [Extracted from the article]

The article examines feminist perspectives on education and discusses the possibilities and limitations of feminist education. It refers to Chimamanda Ngozi Adichie's 2017 manifesto, in which she proposes ideas for a feminist education for girls. The text addresses the subjectivity of mothers and the gender order in society. It argues that traditional gender roles place women in a subordinate position and restrict their autonomy. The article discusses various feminist theoretical approaches to the issues of care and women's dependence. It emphasizes that gender position is not solely determined by the body, but is the result of individual and societal experiences. It also points out that feminist education should address both female and male responsibility. Despite some progress in terms of legal rights, there is still a worldwide gender-specific division of labor and devaluation of female-dominated fields. The article concludes with the question of what a feminist education could look like today and emphasizes the importance of comprehensive recognition of care in society. [Extracted from the article]

Education as Operation. A Critical Theory The article examines how education can be determined in general and universal terms in the face of modernity and postmodernity. In doing so, the theory of operative pedagogy is taken up and linked with motifs of a critical way of thinking. The thesis is that the operative core of education today can only be formulated with the inclusion of a critical examination of power and domination in society. This leads to the development of education as a multi-perspective steering of learning processes. [ABSTRACT FROM AUTHOR]

The article "Education as a fundamental concept of pedagogy" emphasizes the importance of education as a fundamental concept of pedagogy. Education is defined as a human practice that consists of two different but interconnected operations: showing and learning. Pedagogy as a discipline and profession can distinguish itself from other human sciences through the concept of education and make a specific contribution to understanding human beings. There are different views on education, ranging from a negative and paternalistic perspective to an emphasis on the autonomy and significance of education. Pedagogy has the task of promoting the becoming of a person and being human in the context of learning and education throughout the entire lifespan. [Extracted from the article]