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The discussion paper "Institutionalization of Teacher Education" was developed within the framework of the QLB-Camp and aims to establish institutional standards for teacher education in central scientific institutions. There are no institutional standards for teacher education in Germany, and the diversity of teacher education leads to problems and challenges. The Quality Initiative for Teacher Education has brought about positive changes, but there is uncertainty about how the created structures can be sustained and legally secured. The text describes various key points for the institutionalization of teacher education, including anchoring it in state higher education laws and promoting scholars in subject didactics and educational sciences. Teacher education institutions should regularly evaluate their measures and the development of teacher education students. [Extracted from the article]

Das hier betrachtete Quellenkorpus umfasst Urkunden, die zwischen dem 8. und 11. Jahrhundert im Gebiet von Benevento und Avellino von lokalen Notaren geschrieben wurden. Diese setzten Urkunden über Rechtsgeschäfte zwischen Privatpersonen auf und unterschieden sich dadurch von den scriniarii, referendarii, notarii und scribi, die, öffentliche' Urkunden am Hof der Fürsten und in der bischöflichen Kanzlei der Hauptstadt des Fürstentums ausfertigten. Im 10. Jahrhundert, jener Zeitspanne, auf die sich der vorliegende Beitrag konzentriert, gab es eine Entwicklung der dokumentarischen Praxis und Typologien: Der Formierungsprozess von bestimmten dokumentarischen Modellen kam damals zu einem Abschluss und es werden Transformationen erkennbar, die - wie etwa die Anwesenheit von Richtern bei der Rechtshandlung - für die cartula und das süditalische memoratorium charakteristisch werden sollten. Der dokumentarische Anhang enthält die Regesten der 48 im 10. Jahrhundert entstandenen Urkunden. Diese werden von einem historisch- diplomatischen Kommentar begleitet: Für jedes Dokument wird die Überlieferung und der gegenwärtige Aufbewahrungsort angegeben. Ebenso wird auf eine etwaige kritische Ausgabe verwiesen. Schließlich wird auf wichtige formale Charakteristika eingegangen, und zwar auf die Datierungsformel, die Actum-Formel, sowie, falls vorhanden, auf die Namen der Rogators, des Richters und der Subskribenten. [ABSTRACT FROM AUTHOR]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are Education II, Research Methods, Conference Proceedings Annual Conference DGIP 2024, "Cancel Culture" - Identity Search through Power Struggles?, Literature and Individual Psychology, and "In Touch" - Between Abstinence and Touch. The submissions will undergo an anonymous peer review. The deadlines for submissions for the different issues are June 1, 2024, September 1, 2024, December 1, 2024, March 1, 2025, June 1, 2025, and September 1, 2025. [Extracted from the article]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are: professionalization issues in further education and the role of science, education II, research methods, conference booklet for the annual conference of DGIP 2024, and "Cancel Culture" - identity search through power-seeking? The submissions will be reviewed anonymously. The deadlines for submission for each issue are indicated. [Extracted from the article]

Ausgehend von Janus' (2021) These, dass die Psychoanalyse aufgrund der Nichtberücksichtigung der prä-, peri- und postnatalen Erfahrungen an Ansehen verloren hat, fragt der Autor zunächst, worin wissenschaftlicher Fortschritt in der Psychoanalyse überhaupt bestehen kann, und zeigt dann auf, dass die plurale Psychoanalyse nach wie vor eine erstaunliche Aktualität aufweist, auch wenn einige Autoren – wie z. B. Bion oder Janus – nicht mit ihren expliziten metapsychologischen Konzepten berücksichtigt werden. Des Weiteren verdeutlicht er anhand einer Vignette, welche Fragen bei der Rekonstruktion und Konstruktion von Traumen und Konflikten auftreten, die die Bevorzugung bestimmter Lebensphasen problematisch erscheinen lassen. [ABSTRACT FROM AUTHOR]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are: "Object and Subject - in the tension between powerlessness and creative force: Conference booklet Annual Conference DGIP 2023" for Issue 2/2024, "Questions of professionalization in further education and the role of science" for Issue 3/2024, "Education II" for Issue 4/2024, "Research Methods" for Issue 1/2025, and "Conference booklet Annual Conference DGIP 2024" for Issue 2/2025. The submissions will be reviewed anonymously. [Extracted from the article]

The Journal for Individual Psychology is planning to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the issues in 2024 are groups, object and subject, professionalization issues in further education, and education II. Research methods are being sought for the issue in 2025. The submitted manuscripts will be anonymously reviewed. [Extracted from the article]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are "Nude Pictures" for Issue 4/2023, "Groups" for Issue 1/2024, "Object and Subject in the Tension between Powerlessness and Creative Force" for Issue 2/2024 (in connection with the DGIP Annual Conference 2023), "Professionalization Issues in Further Education and the Role of Science" for Issue 3/2024, and "Education II" for Issue 4/2024. Submitted manuscripts will be anonymously reviewed. [Extracted from the article]

Responding to Farhad Dalal's question "one group analysis or many?" the author looks at contextual factors of working with groups, claiming that group therapists are different in different groups and adjusting to setting variables. He describes aspects of the "Goettingen Model of Group Psychotherapy". This model offers variability in conducting groups within one theoretical concept. Many aspects (e. g. a marked intersubjective approach and working with an "answering" mode) are close to Dalal's thinking. In contrast to Dalal, however, empirical evidence and evidence based therapies are seen as valuable parts of group psychotherapies and group analysis. Within this conceptual frame, working in and with groups is both - one group analysis and many. [ABSTRACT FROM AUTHOR]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are "Nude Pictures" for Issue 3/2023, "Education from an Individual Psychological Perspective" for Issue 4/2023, "Groups" for Issue 1/2024, and "Object and Subject in the Field of Powerlessness and Creative Power" for Issue 2/2024. The submitted manuscripts will be anonymously reviewed. [Extracted from the article]

The article investigates the importance of active citizenship in UNESCO policy documents on adult learning and education. It is based on the observation that interest in the topic of active citizenship has decreased and that it seems that active citizenship is also marginalized in the adult education policy papers of international organizations. The paper analyses key UNESCO policy documents of the last 25 years as well as the Global Reports on Adult Learning and Education. [ABSTRACT FROM AUTHOR]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are the conference proceedings of the DGIP Annual Conference 2022, nude pictures, education from an individual psychological perspective, and groups. The submissions will undergo an anonymous peer review. The editorial deadlines for the respective issues are December 1, 2022, March 1, 2023, June 1, 2023, and September 1, 2022. [Extracted from the article]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the issues in 2023 are "IP in Motion," "Conference Proceedings Annual Conference DGIP 2022," "Nude Pictures," and "Education from an Individual Psychological Perspective." The submitted manuscripts will undergo an anonymous peer review. The journal has a print edition with the ISSN 0342-393X and an online edition with the ISSN 2196-8330. [Extracted from the article]

»This space is so dreary - the kind of place you'd go to if you wanted to hang yourself.« Patient and therapist maneuvering between psychoanalysis, neurology and palliative care The paper is a reflection on the psychotherapeutic treatment of a patient viewed from the perspectives of psychoanalysis, neurology and palliative care. The author discusses the development of these three perspectives, showing how they complement and enrich, but also interfere with each other in the course of treatment. [ABSTRACT FROM AUTHOR]

Predictive processing in neuropsychoanalysis.Feelings as an aid to navigating the field of tension between powerlessness and creative powerIn this paper I summarise Mark Solms' neuropsychoanalytic model of the generation of consciousness, according to which consciousness is not, as previously presumed, generated in the cerebral cortex, but in the upper brainstem. References to individual psychology are shown. Tracing back to Kant and Darwin, both models understand psychological dynamics - including the question of conscious or unconscious processing - as a result of self-organisation, the goal of which it is to maintain homeostasis. It is within this field of tension that teleologic intentionality and subjective consciousness are developed. In the final discussion of various aspects, reification is understood as a means of finding a reliable prediction. Solms and Adler describe basal processes, which might inform work with patients with early/structural issues. Considering the question, what it is that is felt, when we feel, Adler places a greater emphasis on relationality. This is understood as a response to a situation characterised by double dynamics, i. e. the need to establish a relationship to the outer world in which homeostasis can be maintained. [ABSTRACT FROM AUTHOR]

The Group On The Screen: When Eyes Cannot Meet Direct eye contact is impossible in the virtual encounter over the screen. This paper examines the role of this basic aspect of human interaction and what its absence in communications over the screen means for the work with psychotherapy groups in online video settings. While there is a considerable body of research into the role of eye contact and gaze in human development and social interactions, its role in psychotherapy groups has not attracted much attention so far; therefore, the authors resort largely to own observations and reflections on its role and the effects of its absence. It is argued that in the virtual group on the screen, the setting is more fundamentally altered than in individual psychotherapy, with the absence of the signaling and regulatory functions of eye contact, and the possibility to watch others without being known to watch. The leader of the group does not have subtle interventions via eye contact to his or her disposal, which can have an important holding function. Furthermore, it requires more effort to access an intermediate space for reflection, as the space in the centre of the circle is missing which would allow a focus for the gaze away from the faces on the screen. [ABSTRACT FROM AUTHOR]

»Style of life« (Adler) and the individual positioning in group analysis This paper is about the application of Adler's concept of »style of life« in group analysis. Adler's »style of life« is collected during the initial individual assessment. When the group conductor listens to the adult recalling the first five memories of life, the conductor is listening to the unconscious material, to get a glimpse of the child's internal world and reactions to the external world. The life-style script can be used as a tool post-group to understand pivotal moment in the group from an individual perspective. During the group session itself, the group conductor needs a different focus: a group-related thinking. This is because in group analysis, especially according to S. H. Foulkes, the focus is on what is happening in the group as a whole. The group conductor must always ask herself the question: Which unconscious fantasy is currently being enacted and negotiated in the group? Which group member or which subgroup gets which function or role (localization)? Who can recognize themselves in whom in the group right now (mirroring) and when does healing and calming take place (resonance)? Special moments between members with a witnessing by the whole group. Resonances which greatly intensify the affects in the group, the group acts as a sounding body, thus making group analytic psychotherapy so effective. The combination of Foulkes' (group action) and Adler's (individual movement) approach can be applied across other disciplines in non-clinical groups because both the concept formation and the language are non-pathologizing. Non-pathologizing language seems to me to be so valuable as it gives me as a therapist a new lens to understand and hear the life realities of group members especially those from marginalized groups in Society. This has been an important piece of learning for me as I acknowledge my own privileged position in Society. [ABSTRACT FROM AUTHOR]

»You're not really dead, are you?« The move from pretending to play, to pretend play. The development of symbolic capacity in a child that suffered early deprivation and traumatisation This article deals with the consequences of early childhood traumatisation on the development of a boy, the development of his symbolic capacity in the course of child psychotherapy in the ambulant clinic »die Boje« in Vienna, and the challenges facing the therapeutic technique with this deprived and traumatised child. In the first part of the paper, I address theoretical concepts concerning the early mother-child dyad, early traumatisation, and the effects of these on the development of symbolic functioning. I then link these theories with the clinical case material. In the second part, the theoretical considerations of Anne Alvarez, who in her work with disturbed children distinguishes between three levels of psychological states which need differing technical approaches, are examined in terms of their relevance to my clinical material: the three-phase treatment of the boy. [ABSTRACT FROM AUTHOR]

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are: Failure (deadline: June 1, 2022), Individual Psychology in Motion (deadline: September 1, 2022), Conference Proceedings Annual Conference DGIP (deadline: December 1, 2022), and Group (deadline: March 1, 2023). The manuscripts will be reviewed through anonymous peer review. The journal has a print edition with the ISSN 0342-393X and an online edition with the ISSN 2196-8330. [Extracted from the article]

The Journal for Individual Psychology plans to announce the topics for its upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are trauma, failure/negative therapy outcomes, societal topics as a "rescue" of psychoanalysis, and a conference issue for the annual conference of the DGIP 2022. The manuscripts will undergo an anonymous peer review. The journal has a print edition with the ISSN 0342-393X and an online edition with the ISSN 2196-8330. [Extracted from the article]

Violence and bullying among children are global problems. They have numerous negative social implications and collaborative efforts are required to find effective solutions. In order to address this issue, many international organisations, foundations and NGOs (non-governmental organisations) provide different grants or implement various psycho-social and educational programmes aimed at preventing school violence and bullying. While they play an important role in supporting, transferring, or developing anti-bullying programmes worldwide, little attention is paid to this topic in the literature. This paper attempts to fill this critical gap by exploring the role, partnerships, funding mechanisms as well as programme evidence that these types of organisations incorporate into combating school bullying at the international, national, or local level. By presenting NGO-led anti-bullying and anti-violence programmes funded by three different international organisations and relating them to the Norwegian "Ungsinn" system for bullying research and review evidence, the paper identifies comprehensive school preventive and collaborative activities implemented at different levels. At the same time, these organisations face limitations in developing and implementing rigorously tested and effective evidence-based preventive programmes. A significant disparity exists between the outcomes of the programmes' activities and the lack of evidence needed to demonstrate their effectiveness in preventing or combating school violence and bullying. As a result of the analysis, the paper challenges the requirement that international organisations and NGO-led programmes rely solely on evidence-based practices for preventing bullying and school violence, and recommends an alternative approach based on evidence-informed practices and utilising a whole education approach. [ABSTRACT FROM AUTHOR]

The city of Bonn has been a Learning City since 2020 and has committed itself to education for sustainable development through its application. This paper presents the first practical projects of the Bonn Learning City Network. In addition, initial approaches outline the transformative challenges that exist for educational institutions that intend to position themselves sustainably in terms of organization and content in the longer term. [ABSTRACT FROM AUTHOR]

The paper outlines a cultural-analytical approach to the phenomenon of the shortage of teachers in industrial and technical vocational schools. It outlines firstly the theoretical perspective on occupational choices as a process of subjectification in the context of professional cultures that are seen as constitutively interwoven with social differences. The paper then uses empirical data from online group discussions (where students talk about the possibility of studying vocational teacher education) to demonstrate exemplarily how the outlined analytical focus leads to insides into discursive practices of differentiations that (re)produce non-/ fitting relations between the self and the anticipated profession. It further investigates how these discursive practices of differentiations are embedded in historical cultures of the professions interconnected with gender orders and other orders of social difference, that (re)emerge, repeat and shift, but still act as cultural barriers in the access to the profession. [ABSTRACT FROM AUTHOR]

Border delimitations and border disputes were an important part of the early modern process of state formation and the consolidation of power. As such, they are often taken into consideration when studying political and dynastic issues, such as succession disputes, while maps are frequently studied as a form of visualisation to depict territories and borders. So far, however, neither the administrative activities involved in these processes nor the border treaties (Grenzrezesse) which constitute the most important type of source for this area of research have been studied. The aim of this paper is to examine this topic using the principality of Braunschweig-Wolfenbüttel as an example. This principality saw the creation and later on the expansion of administrative structures concerned with border issues from the 16th century onwards. The central aspect analysed in this paper is the process of how border disputes were settled. This was mostly achieved through border commissions. Each party involved in the conflict assigned representatives, both officials of the administrative institutions responsible for border issues (Grenzbehörden) as well as privy councillors (Geheime Räte) to serve as commissioners on these commissions. The result of their work were border treaties. These include narrationes explaining the circumstances of the conflict and of the commission, while the dispositiones comprise the articles listing the terms that had been agreed upon. Compared to administrative records pertaining to border disputes (Grenzakten), border treaties generally offer more information. This is why, when researching these phenomena, this distinctly early modern type of charter is of particular importance. It can serve as a compendium of an entire border dispute and, if there is a proper archival description, as a sort of finding aid for the record in question. This paper therefore also analyses the history of the development of this type of charter. Boundary maps, the third type of source discussed served to visualize and delineate the demarcation of borders, but seem to have been of rather minor importance at the time. [ABSTRACT FROM AUTHOR]

How do we view on archival records? Traditionally, we consult archival materials in reading rooms. This traditional setting has changed fundamentally since archival documents are also displayed on screens. Although there are many similarities between paper and the screen, there is one crucial difference when it comes to digital images of archival documents: digital images are nothing more than computer graphics. This opens up a fascinating world with countless possibilities for image manipulation. In this paper, we will look at some of the disruptive consequences of this technological paradigm shift. To this end, we present various digitization techniques used at the State Archives of North Rhine-Westphalia on an archival collection consisting of early modern records that were severely damaged during World War II (Landesarchiv NRW, Abteilung Rheinland, RW 1001 Reichsstadt Aachen, Akten Nr. 55a 77b). Many of these documents have washed-out texts due to water exposure. By using advanced digitization technologies such as multispectral imaging, we are attempting to restore digitally the writing and make the invisible text visible again. [ABSTRACT FROM AUTHOR]

The institutional status of teacher educationwithin universities is in many countries limited by a number of structural "constraints" (Clark 1999). After discussing the status and development of institutionalization of teacher education (TEd) in Germany, the "Qualitätsoffensive Lehrerbildung" (QLB), a national programme for quality improvement in teacher education, is briefly explained which aims not least at "profiling and optimizing the structures of TEd at universities". An important strategic element of many QLB projects are Schools of Education or Centres for TEd, i. e. "cross-sectional structures" which are meant to overcome the traditional "pillar-like" structural layout of TEd in German universities and to create a place within the university at which the concerns of TEd are primarily attended to. The argument of the paper is based on quantitative and qualitative longitudinal data collected in the context of the QLB programme evaluation and discusses the current and potential contributions of Schools of Education for the institutional status of TEd in German universities. Data show that institutional attention for TEd has increased, that organisational structures for TEd have been built up or strengthened, and that collaboration between various actors, disciplines, and phases of TEd has been intensified. However, institutionalisation of TEd in German universities is still hugely diverse. The sustainability of the gains achieved through the QLB may necessitate focused attention on maintenance of these forms of institutionalisation and additional regulative efforts on the state and university level. [ABSTRACT FROM AUTHOR]

In the case of important theories that have been taught for decades, it is usually assumed that the foundation is correct, the research has been verified and therefore one does not have to scrutinize the theoretical basis. This is how I felt about John Bowlby's theory of attachment, until the primatologist and anthropologist Volker Sommer confronted me with the claim, that the biological foundation of attachment theory cannot be maintained. This paper discusses that criticism as well as others: the vague definition, the postulated universality of attachment theory and the occasionally problematic methodology for testing attachment qualities. The critique is supplemented by a modulating reflection of my own process in the context of dealing with the topic. [ABSTRACT FROM AUTHOR]

This paper is a report from the workshop of the group analyst who was caught by surprise by the pandemia and to look for ways to carry on with group therapy under these pandemic conditions. Technical problems by the "move" into the virtual space will be described, the experience of the analyst and of the members of the group will be discussed. Methodological and theoretical reflections that draw on these practical experiences conclude this paper. [ABSTRACT FROM AUTHOR]

This paper deals with the discrepancy between norms that emerge in the process of change in therapeutic groups and those that prevent group members from being themselves. Case vignettes from different social systems will illustrate the view that the therapeutic group is a normative authority whose values are in more or less problematic opposition to those of the surrounding groups, not only in dictatorships but also in democratic societies. Thus, conflicts of norms between group leaders, group members, and their everyday groupings are evident in every society, threaten group culture, and make specific demands on the leadership of therapeutic groups. [ABSTRACT FROM AUTHOR]

This paper deals with a group-analytical accompaniment of a film school in a developmental change in connection with cultural and technical changes in the conceptualization and production of films and from teaching in filmmaking. I try to present a complex counselling process. I highlight individual process features such as affiliation to and communication between groups. Another point of view is the development and significance of different interrelated settings for the course of the guidance process. [ABSTRACT FROM AUTHOR]

The article comprises two sections. The first section opens with an explanation of why the work concerned with supplementing and completing the existing regesta of Sigismund of Luxembourg's charters, which was started at Regesta Imperii in 2004, was abandoned in favour of a comprehensive revision. Following this, the paper gives a description of the development of the various projects in Vienna, Brno and Munich from 2004 to 2022, the progress which has already been made, both with regards to archival research and to the work on the abstracts themselves, as well as current plans for the future of the project. The first section concludes with an overview of how the guidelines for the creation of abstracts used in the Sigismund Project have evolved during this time. The second section of this paper includes the current version of these guidelines, which was written by the author himself in 2019. [ABSTRACT FROM AUTHOR]

Historical foreign language teaching as a research object necessarily requires a hermeneutic and/or heuristic approach from a methodological point of view due to the temporal distance to the period under investigation. Research questions on the methodology of foreign language teaching in the 19th century – especially on grammar- and translation-oriented methods of French teaching – can be examined, among other things, in the form of the analysis of historical sources that contain aspects of methodological considerations of the teaching and publishing pedagogues. This paper describes a corpus of prefaces from historical textbooks for teaching French that trace a methodological-didactic discourse among textbook authors and teachers in the period from 1800 to 1882. The composition and typology of the textbooks in the corpus are discussed at the outset. Subsequently, the lexical selectors and formal acquisition criteria on which the corpus generation was based will be explained. Furthermore, the temporal and geographical framing of the study corpus is contextualized and, finally, the publication years of the textbooks are highlighted. [ABSTRACT FROM AUTHOR]

More than 70 years have passed since Philippe Lauer published his edition of the 130 royal diplomas of Charles III the Simple (893/898-923). Since then numerous studies of these diplomas have been brought forward, concerning their genuineness, interpolations, datings, identifications of places and more. This paper unites these studies and adds further thoughts, thus providing comments on no less than 47 charters, acting as a supplement to Lauer's edition: Four deperdita are added to the collection. Seven diplomas thought to be genuine by Lauer are identified as forgeries, while in turn three supposed forgeries are shown to be genuine. Four more diplomas contain interpolations and another two were rewritten at a later point. Datings of a further 18 diplomas are corrected, as are the places of issue of another 13. [ABSTRACT FROM AUTHOR]

This paper deals with relationships to authority and with authority-related patterns of relational disorders in group analysis, and thus at the same time with the topic of group leadership and authority and with a promising outline of a group analytic theory of disorders. With this theory of disorders as a focus, two experienced group analysts from different backgrounds look from their respective perspectives at group therapy under authoritarian social conditions and at contemporary group analysis. Social conditions influence the framework of groups and dynamic administration. However, different authority-related relational disturbances in group processes also emerge. [ABSTRACT FROM AUTHOR]

This paper addresses the question whether post-Soviet countries can be regarded as a common space of special education – despite the existing huge differences between the successor states of the Soviet Union. We argue for a multiperspective view on educational spaces that integrates an influential nation state level into a multidimensional system. The distinctive feature of educational spaces in special education in post-Soviet countries is a synchronicity of different developments which can be conceptualized as a trinity of segregation, integration and ignorance. We conclude that exactly this trinity may be characteristic for a post-Soviet space of special education. [ABSTRACT FROM AUTHOR]

The article contains the annual table of contents of the journal "Bildung und Erziehung" for the 75th volume in 2022. The journal is published by Vandenhoeck & Ruprecht and includes contributions on various educational topics. It also publishes reviews of current books and research papers. A specific article by Sina Maren Mayer deals with the sensitive handling of contradictions in education. The author emphasizes the importance of a respectful and open discourse on contradictions in order to promote inclusive and equitable education. [Extracted from the article]

The present paper describes international cooperation in the field of education under the auspices of the Comintern. Examples include the Comintern universities and the international children's homes. These examples serve to illustrate that socialist educational cooperation existed long before there was a bloc of socialist states, and that education played a central role in the establishment of a socialist educational space. This space is not dependent on the existence of socialist states, but is established through international cooperation among communist parties. [ABSTRACT FROM AUTHOR]

In the course of increasing heterogeneity, individualized and personalized learning and adaptive instruction materials play an increasing role in classroom education. Technological developments allow new approaches to personalization by using non-invasive sensors that diagnose cognitive preferences, predispositions, as well as resources of learners during the learning process and predict learning success in real time using AI algorithms and provide assistance in this regard. The paper describes an adaptive system for STEM education, planned and partially developed that provides individualized learning materials using visual attention data and AI algorithms. In addition to tracking the learning process, the paper also describes how the system can be used to train prospective and in-service teachers to use and assess such systems. [ABSTRACT FROM AUTHOR]

This paper tries to understand the background of the so-called »crisis of psychoanalysis«, to win out of this new perspectives for further developments. Three complexes seem to be important: A tendency to remain bound to the conditions of the beginnings. That had the consequence, that innovative aspects were not integrated in a constructive manner, but were carried out by dissidences or splittings. This happened especially in relation to the understanding of the early mother relation. This was already the case in the first dissidences of Adler and Jung. In a paradigmatic way this happened with the exclusion of the experiential meaning of prenatal and birth experiences in relation to withdrawal of Rank from the psychoanalytic movement. This had the consequence that the research in this field happened outside the established psychoanalysis and was constituted as »prenatal psychology«. Because the cultural formations in essential respect are determined by early prespeech experiences, the withdrawal of Rank as the essential representative of psychoanalytical cultural psychology in early psychoanalysis meant an elementary loss and a reduction of the scope of cultural psychology in psychoanalysis. Outside the established psychoanalysis psychohistory was constituted. Psychohistorical research could clear, that the ego is not an ahistorical entity but was a result of psychobiological processes of an interplay of always new inventions and corresponding new ego-formations. These developments had the consequence, that the broad varieties of scenic enactments of early experiences in relational situations were explored outside of the traditional psychoanalytic settings in psychodrama, gestalt therapy, different regression therapies, imaginative therapy, art therapy, and others. Also the collective psychological enactments of early prespeech experiences on the level of political and social processes were largely explored outside the traditional psychoanalysis in the frame of psychohistory. The paper argues for a reflexion of these connections and problems, to revive the genuine potential of psychoanalysis. [ABSTRACT FROM AUTHOR]