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The article explores an important strand of German literature from ca. 1968 until today in terms of its inclination towards 'authentic communication', a feature that is part of the historiographical concepts of 'Neue Subjektivität' and 'Neue Sensibilität'. With Foucault and others it is argued, that authenticity can only be produced by acts of authentification and thus entails a power structure that needs to be unravelled in a theoretical framework which is sensitive to discourse analysis and its methodological ally, paratextual reading. The article thus focusses on anthologies as media of authenticity, media it is, that render specific powers to authors and/as editors. It is shown, that so called 'Neue Subjektivität'/'Neue Sensibilität' is a discursive effect produced by pedagogy and emancipatory groups (of the so called 'Alternativmilieu'). Its anthological re-discription in contemporary culture, however, should be conceived of as a means to re-introduce a genuine aesthetic that no longer can be described as merely communicative or non-experimental.

The Erich Mendelsohn Archiv (EMA), which sees itself first and foremost as an "online database" and "archive" and only in a second step as a "digital edition", is a cooperative collection development of the correspondence between the architect Erich Mendelsohn and his wife Luise. The estate has been divided for many decades: While the 1410 letters of Erich Mendelsohn together with his sketches have been in the possession of the Kunstbibliothek Berlin since the beginning of 1975, the 1328 letters of his wife, Luise Mendelsohn, have been kept at the Getty Research Institute, Los Angeles, since 1988. The virtual junction in a joint database began in 2011 and was completed in 2014 with financial support from the Alfried Krupp von Bohlen und Halbach Foundation. All letters exchanged between Erich and Luise Mendelsohn were digitized, transcribed, annotated and linked to external sources. Thus, http://ema.smb.museum/de/ is the first edition of the exchange of letters of the spouses, including its historical and architectural classification.

Purpose: This article focuses on recent developments in the domain of civic education in the French education system, the new programme on “Enseignement moral et civique” (EMC), and the debate about the relevance of the basic values of the Republic which came up after the terror attacks in January 2015. Method: The study is based on a press review which provides a contrastive choice of exemplary texts from different perspectives (e.g. educational policy documents, scientific and journalistic articles, interviews, statements of teachers and experts) collected between January 2015 and March 2016. Findings: The contribution examines public reflections on the design and implementation of the programme and gives an overview of the aims, content and methods of the new initiative to teach values in schools.

Im März 2010 fand in Mainz der Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) statt. Das diesjährige Kongressthema „Bildung in der Demokratie“ berührte dabei klassische Fragestellungen und Anliegen von Lernprozessen in sozialwissenschaftlichen Domänen, also soziales, ökonomisches oder politisches Lernen. Aus diesem Grund wollen wir im vorliegenden Tagungsbericht jene Forschungstrends und Theorieprofile wiedergeben, die speziell für die sozialwissenschaftliche Bildung interessant sein dürften. Auf dem Kongress zeigten sich mit den wissensorientierten Fachdidaktiken, der beziehungsorientierten Demokratiedidaktik und einer systemisch-funktional orientierten Bildungssoziologie drei disziplinäre „Player“, die für unterschiedliche Verständnisse von sozialwissenschaftlicher Bildung stehen. Ein Austausch zwischen den Playern fand in Mainz jedoch kaum statt. Der Tagungsbericht versucht, die Zugänge der unterschiedlichen Player nachzuzeichnen und deren versäumtes Gespräch zu rekonstruieren. Eine konzeptionelle und empirische Verbindung der Player scheint notwendig und sinnvoll. Der folgende Bericht kann bereits auf einige Forschungsprojekte aufmerksam machen, die eine solche Verknüpfung versuchen und auf dem Weg zu einer empirisch fundierten Bildungstheorie in Bildungsgangstudien die Eigenlogik pädagogischer Prozesse rekonstruieren und konstruktiv orientieren.

In March 2010 the Congress of the German Educational Research Association (GERA/DGfE) was held in Mainz. This year‘s topic “Bildung in der Demokratie” (Education in a Democratic Society) touched upon the classic questions and concerns of processes of learning in the domain of the social sciences, i.e. social, economic or political subjects. Therefore, in these conference proceedings we intend to present the research-trends and theoretical profiles that should be of interest especially for teaching the social sciences. Three major trends in the discipline were represented at the conference with their rather different understandings of education in social sciences: knowledge-oriented subject matter didactics, socially-oriented “Demokratiedidaktik” (didactics of democracy), and a systemic and function-oriented sociology of education. Unfortunately, dialogue between these trends was rare at Mainz. The congress proceedings will thus try to show the different approaches they take and to reconstruct the communication that was needed, but often absent. A conceptual and empirical linkage between these positions seems necessary and reasonable. The following report presents a number of research-projects which attempt such linkages and thereby reconstruct and constructively orient the inner logic of pedagogical processes along the road to an empirically founded theory of education.

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Im März 2010 fand in Mainz der Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) statt. Das diesjährige Kongressthema „Bildung in der Demokratie“ berührte dabei klassische Fragestellungen und Anliegen von Lernprozessen in sozialwissenschaftlichen Domänen, also soziales, ökonomisches oder politisches Lernen. Aus diesem Grund wollen wir im vorliegenden Tagungsbericht jene Forschungstrends und Theorieprofile wiedergeben, die speziell für die sozialwissenschaftliche Bildung interessant sein dürften. Auf dem Kongress zeigten sich mit den wissensorientierten Fachdidaktiken, der beziehungsorientierten Demokratiedidaktik und einer systemisch-funktional orientierten Bildungssoziologie drei disziplinäre „Player“, die für unterschiedliche Verständnisse von sozialwissenschaftlicher Bildung stehen. Ein Austausch zwischen den Playern fand in Mainz jedoch kaum statt. Der Tagungsbericht versucht, die Zugänge der unterschiedlichen Player nachzuzeichnen und deren versäumtes Gespräch zu rekonstruieren. Eine konzeptionelle und empirische Verbindung der Player scheint notwendig und sinnvoll. Der folgende Bericht kann bereits auf einige Forschungsprojekte aufmerksam machen, die eine solche Verknüpfung versuchen und auf dem Weg zu einer empirisch fundierten Bildungstheorie in Bildungsgangstudien die Eigenlogik pädagogischer Prozesse rekonstruieren und konstruktiv orientieren.

In March 2010 the Congress of the German Educational Research Association (GERA/DGfE) was held in Mainz. This year‘s topic “Bildung in der Demokratie” (Education in a Democratic Society) touched upon the classic questions and concerns of processes of learning in the domain of the social sciences, i.e. social, economic or political subjects. Therefore, in these conference proceedings we intend to present the research-trends and theoretical profiles that should be of interest especially for teaching the social sciences. Three major trends in the discipline were represented at the conference with their rather different understandings of education in social sciences: knowledge-oriented subject matter didactics, socially-oriented “Demokratiedidaktik” (didactics of democracy), and a systemic and function-oriented sociology of education. Unfortunately, dialogue between these trends was rare at Mainz. The congress proceedings will thus try to show the different approaches they take and to reconstruct the communication that was needed, but often absent. A conceptual and empirical linkage between these positions seems necessary and reasonable. The following report presents a number of research-projects which attempt such linkages and thereby reconstruct and constructively orient the inner logic of pedagogical processes along the road to an empirically founded theory of education.

Kein Abstract vorhanden No Abstract available

Die Bereichsrezension wendet sich aktuellen sozialwissenschaftlichen Planungsdidaktiken zu und untersucht kriteriengeleitet, inwiefern diese die Erkenntnisse und Forderungen der empirischen Bildungsforschung, der Lehr-Lernforschung und der Fachdidaktik aufgreifen und umsetzen. Es zeichnen sich in den Planungsdidaktiken vier unterschiedliche Ansätze ab, die erstens in Tradition zur fachsystematischen Inhalts- und Methodenplanung Walter Gagels stehen, zweitens Unterrichtsplanung handlungssystematisch anhand „selbstläufiger Lernwege“ entwickeln wollen, sich drittens werkorientiert konkreten Guten-Praxis-Beispielen zuwenden und viertens Unterrichtsplanung individualisieren und in die Hände der Lernenden legen. Gemeinsam ist den Ansätzen ein – entgegen den eigenen Ansprüchen – fehlender oder nicht ausreichend begründeter empirischer Nachweis der eigenen Planungsaussagen. Notwendig erscheint deshalb eine an berufsbiographischen Professionalisierungsprozessen und dem realen Planungsverhalten von Lehrkräften orientierte qualitative Planungsforschung. The review turns current lesson planning concepts of social science education and it examines criterion-oriented, if they extent the current results and demands of empirical education research, learn research and social sciences education. Four different paradigms appear: the first stays in tradition to the planning concept of Walter Gagel, the second tries to develop curricula, the third concentrates on good-practice examples and the fourth individualizes lesson planning and gives it into the responsibility of learners. Against their own requirements all schools neglect an empirical proof of their own planning statements. A qualitative planning research – oriented on biographic professionalization and real planning behavior of teachers – seems necessary.

This article argues that au pairing in the UK has evolved from being a cultural exchange scheme operating primarily between middle-class families across Western Europe to being in many cases a euphemism for low-paid care and domestic work involving people from the across the EU and beyond. For this reason I argue that au pair are usefully understood alongside other vulnerable workers within a global political economy of care. The article argues that the culture and conditions of au pairing in the UK should be understood in the light of changes to the country’s migration regime, the effects of which have deregulated au pairing in an expanded EU. The article draws on analysis of the text of 1,000 ads for au pair placed by prospective employers to learn more about the wages and conditions of a sector characterized by inadequate data sources and informality. This data is used to demonstrate that despite very long hours and excessive demands in terms of age and number of children to be cared for and housework required, au pair receive very low income through being paid ‘pocket money’ that is less than the minimum wage. The article also draws on interviews with 58 au pair and 21 employers of au pair and this interview material is used to discuss the motivations and experiences of both groups.

Impulsionados por conhecer como os estudantes estão lidando e enfrentando as questões escolares no contexto da pandemia, este artigo apresenta reflexão acerca da educação geográfica em ensino remoto e a relação dos jovens escolares com a escola na atualidade. Os dados coletados em 2021 e analisados neste artigo contemplam 301 estudantes do 6º ao 9º ano e da 1ª a 3ª série do ensino médio de 7 escolas nos municípios tocantinenses de Almas, Gurupi, Porto Nacional e Palmas. A pesquisa revelou que 71% dos estudantes consideraram proveitosas as atividades realizadas durante a pandemia, mas apenas 20% consideram que o ensino remoto foi importante para o aprendizado. A pesquisa refutou a hipótese de que os estudantes não queriam retornar ao ambiente escolar, posto que 81% dos estudantes desejam retornar às atividades escolares de forma presencial.

In political discourse, the notion of sustainability frames a worldwide debate on how to ensure future constructive development on a global scale. Decades ago, the finiteness of natural reserves firstly initiated an awareness for the need of sustainable economic development. Recently, political agendas on sustainability and sustainable development also comprise the pillar of social sustainability. While intercultural understanding is seen as a necessary condition to ensure social sustainability, a corresponding concept of the sustainability of intercultural understanding has not been elaborated any further, yet. This article fleshes out the normative frameworks of the political discourse on sustainability. It will then explore the contemporary field of intercultural communication research to find out in what ways the existing research can contribute to specify the role of intercultural understanding in sustainability discourse. Centrally, potential normative orientations underlying intercultural communication theory and research need to be identified to build a bridge to the normative discourse on sustainability.

This paper is intended to stimulate a discussion between academia and industry on automotive control. It lists requirements that usually are not covered in control classes but are important for the way control is practiced in the automotive industry, among them are calibratability, extendibility, or testability of controllers. Then, three examples are discussed in more detail, one being energy management for hybrid electric vehicles. In the discussion, we suggest some research topics.

The last few decades have brought advances and positive developments in safety. Traditional approaches to prevent accidents are supplemented and enhanced with approaches that stress positive instead of negatives, that humanize, that are more systemic, that appreciate complexity, context, variability and adaptability. One must wonder, however, are there any negative effects we should be wary about? This paper reflects about this question by using five mechanisms: 1) the language we use to discuss things, 2) the emergence of professional tribalism, 3) the evolution of ideas and concepts, 4) side-effects of success, and 5) ethical dilemmas we may encounter in our everyday work. New developments will come with by-products that we cannot prevent. Suggestions to deal with this include open, critical minds, and awareness of possible pitfalls. Being prepared to deal with the inevitable variations that will occur is important, as are balanced approaches in how professionals discuss and handle concepts and tools.

Der Beitrag beschreibt die Relevanz der informationsverdichtenden Textsorte Abstract in der Wissenschaftskommunikation. Im Mittelpunkt stehen die Definition, die Klassifikation und die Struktur sowie ausgewählte Merkmale dieser Textsorte.Im ersten Teil des Beitrags werden die unterschiedlichen Arten von Abstracts anhand von Textbeispielen aus der Linguistik, der Medizin und den Technikwissenschaften expliziert. Im zweiten Teil untersucht der Beitrag anhand von Abstracts, die von deutschen Studierenden der Technik- und Ingenieurwissenschaften im Rahmen ihrer fachbezogenen Englischausbildung verfasst wurden, inwieweit die textsortenimmanenten Merkmale auch von Lernenden in der Textproduktion in der Fremdsprache umgesetzt wurden. Mit dieser qualitativ beschreibenden Untersuchung trägt die Studie zur kontrastiven Fachtextsortenbeschreibung und andererseits als Praxisbericht zur Vermittlung von Textsorten im fachbezogenen Fremdsprachenunterricht an Hochschulen bei.