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Scholars usually understand Κύρια Δόξα (ΚΔ) 33 as an antiplatonic polemic. This paper denies the communis opinio. First, it argues for an ontological reading of the maxim according to which justice (understood as virtue) is not a body but a property. Second, it shows that the Stoics hold the very thesis disputed in ΚΔ 33, namely that virtue is a body. This makes the Stoa the natural target of the maxim. Finally, the paper deals with De rerum natura I.464-482: here Lucretius criticizes nameless opponents with regard to the thesis that events are to be understood as bodies. If these opponents can be identified with the Stoics, as is usually assumed, there is further evidence besides ΚΔ 33 that the Epicureans engaged with the Stoic thesis of corporealism. [ABSTRACT FROM AUTHOR]

The goal of this paper is to present a Christian mission of hunger and poverty alleviation through a life in communion with the trinity and in the context of the Ga celebration of homowo in Ghana. It is in the hope of the renewal of all things at the end of the world. It is to appreciate the essence of homowo in order to appropriate it for a Christian mission. The paper seeks to achieve this goal of mission by connecting the hunger and poverty alleviation and life-giving essence as well as the sense of unity embedded in the homowo feast to the mission of the triune God in the cosmos and with the "give us this day our daily bread" statement of Jesus Christ. Although the Kpelelogical method seems to be easily understood because it is mutually critical and connects seamlessly with the praxis of Christianity among Ga Christians, it has previously not been adopted as a theological method, as it is in this article. It is the paradoxical Ga Christian articulation of the Christian faith whereby the Christian faith is enlightened by the Kpele homowo and yet transforms the Kpele homowo after rejecting it. At the end of the engagement, Jesus in the homowo celebration is seen as the Okpelejen Wulormor Homoyiwolor ker Naanowalahalor (the cosmic priest, king, prophet who jeers at hunger, and giver of eternal life). [ABSTRACT FROM AUTHOR]

The paper examines the taboo of failure in pedagogy and argues that this taboo is just as complex and contradictory as it is necessary for the discipline. It explores how failure is discussed in pedagogical theory and practice and which forms of speaking about pedagogical failure are tabooed. The article does not advocate for breaking the taboo, but rather for working through it. It emphasizes that pedagogical action always goes hand in hand with broken intention and that failure is a unique characteristic of educational science. Failure is considered an important pedagogical experience that opens up spaces for reflection. Approaches are discussed on how to promote a culture of mistakes and a serious engagement with failure in learning and educational processes. It is emphasized that educational science should thoroughly address the taboo of failure. [Extracted from the article]

The present paper inquires into Maximus of Tyre's theodicy (Or. 41). Contemporary scholarship tends to disclaim the philosophical significance of Maximus' speeches due to their opulent rhetoric and popularising style. Oratio 41—Maximus' speech on the problem of evil—might be suited to counteract such tendencies. The paper first analyses the different aspects of Maximus' theodicy within its Stoic-Middle Platonic milieu, then demonstrates, how Maximus always takes into account the main purpose of his orations—encouraging his adolescent listeners to choose philosophy as a way of life. [ABSTRACT FROM AUTHOR]

The article "General Educational Science and the Problematisation of Pedagogical Knowledge - in the Age of AI" discusses the debate about the use of ChatGPT in higher education and emphasizes the relevance of General Educational Science. It is shown how this is realized as a "problem" in current forms of educational research. The article examines the impact of ChatGPT on university teaching and examination and discusses the opportunities, risks, and limitations of using AI models at universities. It emphasizes that the use of AI in higher education influences pedagogical processes of self-reflection and changes the shaping of pedagogy. The functions of General Educational Science and its relevance for problematizing pedagogy are examined, and the effects of algorithmic rationality on higher education are discussed. [Extracted from the article]

This paper traces the enjambment techniques employed by Hellenistic and Latin authors at the end of the elegiac couplet. While the Alexandrians make deliberate use of enjambment at the end of the pentameter, in later Hellenistic and in Latin epigram there is a discernible movement toward a unity of syntax and metre, as testified by the poets' tendency to avoid enjambment between distichs. The earliest Latin epigrammatists loyally render their Greek contemporaries' aesthetics. Catullus, in his turn to Callimachean poetics, at times employs enjambment in this position, especially in elegy (as opposed to epigram). These techniques are largely abandoned by the Augustan poets, who rigidly introduce epigrammatic avoidance of enjambment into longer elegiac poems; among them, only Propertius in his fourth book rarely uses it as a stylistic means. [ABSTRACT FROM AUTHOR]

The article examines the program of corporate education and the tension between the becoming and being of the subject from a social and educational science perspective. Both proponents and critics of the optimization concept are considered. The focus is on how people become entrepreneurs in vocational education under the influence of optimization calculations. It analyzes how modern approaches to vocational education negotiate the optimization problem and how apprentices and employees are seen as recipients of optimization. Technologies of "soft" leadership that are intended to lead to self-leadership are also examined. The article deals with the concept of entrepreneurship education and its development in the German-speaking area. It emphasizes that individually acquired competencies should take precedence over formal qualifications. It is recommended to anchor entrepreneurship as an educational goal in all curricula. The term entrepreneurship refers to entrepreneurial thinking and action and can include both self-employment and innovative entrepreneurial activity within a company. The concept of entrepreneurship education has gained importance in recent years and is now being promoted in various educational areas. It is emphasized that entrepreneurship can be taught and learned as a competence. The goal is the development of independent and responsible individuals who are able to master socio-economic situations. The text deals with the question of whether young people have already developed entrepreneurial thinking through the influence of social media and the presence of young entrepreneurs. It is discussed whether it is legitimate if young people do not constantly want to be self-employed but prefer dependent employment. Furthermore, it is shown how apprentices and employees are encouraged to apply the principle of entrepreneurship to themselves. Concrete technologies and practices are mentioned that are intended to ensure the voluntary participation of the subjects in terms of collective participation. The concept of education is taken up again in the context of entrepreneurship education, and schools and companies are addressed twice in their function as places of education. The article deals with optimization in the field of education and its impact on the individual self. It is pointed out that the use of educational offerings for self-optimization has become a collective necessity. The optimization of the self is described as endless and paradoxical, as the pursuit of improvement is never fully satisfied. On a systemic level, optimization is seen as a means to avoid the worst rather than to improve. Vocational education is seen as a compromise subject to the laws of competition. The article concludes with the question of what role vocational education plays in this tension field and how it can respond to the needs and desires of learners. The need for reflection on the legitimacy of vocational education and the transmission of values and ethics is also emphasized. [Extracted from the article]

The study examines two paradigms of pedagogy and their response to the end of culture. The first paradigm considers education as tradition, while the second paradigm accepts the interruption of culture and views education as a cooperative practice between children and educators. The study uses a phenomenological method to describe and analyze the characteristics of education. It is argued that despite the decline of societies and cultural formations, the pedagogical task remains and hope can serve as a foundation for educational practice. [Extracted from the article]

Based on the anthropological assumption that languages express worldviews, the paper approaches the meaning of cosmopolitanism in Japanese from two directions. First, Western traditions of cosmopolitanism are examined. Anthropological cosmopolitanism is elaborated as a way of thinking that emphasizes cultural diversity. Second, the Japanese word kyôsei (共生) is considered as an equivalent to cosmopolitanism, revealing both similarities and differences in meaning. As ›conviviality‹ or ›symbiosis of dissimilarities‹, kyôsei points to ways of overcoming the implicit anthropocentrism of Western thought. From an educational perspective, Western and Japanese cosmopolitan thought overlap in notions of intercultural education. In the current political discourse in Japan, however, kyôsei has turned into an anticosmopolitan pedagogy. [ABSTRACT FROM AUTHOR]

This paper investigates the role of space in cosmopolitan education through a comparison of German philosophy, as represented by Kant, and Japanese philosophy, as represented by Watsuji. While Kant suggests that cosmopolitan education needs to be constructed by connecting with the actual spatial, geographical world, Watsuji, on the other hand, indicates that dynamic cosmopolitan education can be achieved by holding the spatial emptiness of negation. Both theories reinforce each other to produce a fruitful cosmopolitan education that cultivates our practical sense of living in the real world. [ABSTRACT FROM AUTHOR]

The term exeinai expresses the fact that it is open to someone to act in a certain way. It refers to the ideas of alternative possibilities, being able and having been able to act otherwise and having the power to act on one's own. Exousia is closely related to eleutheria , freedom, and from Aristotle onwards exeinai is also related to the notion ep' autō(i) , being up to someone. This paper is the first detailed study of the usage, the conceptual connections and the significance of exeinai and exousia in Plato, Aristotle and Epictetus, and it aims to shed new light on an early phase in the history of the idea of freedom. [ABSTRACT FROM AUTHOR]

The article "The viable currency of moral pedagogical instruction: Pedagogical paths to tolerance in the writings of the Ethical Movement" examines pedagogical practices for promoting tolerance. It is shown that tolerance is an explicit goal and involves accepting the differences of others. The focus is on the connection between pedagogy and tolerance in the Ethical Movement and its relevance to the current discussion on tolerance and education. The Ethical Movement was an educational and moral philosophical movement in the 19th and 20th centuries in America, England, and Germany, which advocated for a secularized morality and the moral renewal of society. Felix Adler and Friedrich Jodl were important representatives of this movement and emphasized the importance of tolerance in education. [Extracted from the article]

The article discusses the effects of performance statistics in the field of education. It emphasizes that optimizing the performance of the school system and students is of great importance. The text examines the imperatives of performance statistics in three sections: Faster, Higher, and Stronger. It is pointed out that these logics contradict a communal effort towards performance optimization. The article also discusses the influence of performance optimization and competitive thinking in the school sector and raises the question of whether these impair the communal nature of performance and isolate individuals. [Extracted from the article]

Summary: The acquisition of property by traditio, In addition, putative iusta causa traditionis and consequences for the doctrine of condictio. – The Justinian Digest contain a number of texts in which the traditio transfers ownership, although the ' causa ' on account of which the delivery takes place, does not exist in fact. The paper attempts to show that this phenomenon cannot be explained through a broad acceptance of the putative causa traditionis , because the Roman concept of the traditio ex iusta causa differed from that of the ' titulus - modus -doctrine'. The classical Roman law considered the iusta causa in most cases as the purpose of the delivery, for which the traditio was a means to achieve; the (non-)achievement of the intended purpose did not decide on the transfer of ownership, but only whether the recovery of the performance (condictio) was admissible. This shows the way Roman law favored the transfer of ownership. [ABSTRACT FROM AUTHOR]

Summary: On error of the testator in classical Roman law. – The paper discusses the different ways in which the classical Roman jurisprudence treated the testator's error , be it a mistake concerning the choice of words, be it a false estimation of facts misleading the testator's voluntas. In either case, the jurists may have treated the erroneous disposition as void or reformulated it according to the testator's intention. However, it is shown that – contrary to some voices in the literature – no general rules on dealing with errores can be recognised. Rather, the Roman jurists and emperors decided each case on its own without referring to an underlying principle. It is only in the late classical period that some tendencies of an abstract thinking regarding this topic can be discerned. [ABSTRACT FROM AUTHOR]

Summary: Joachim von Exter and the reception of the actio Pauliana in Hamburg statute law. – On 23 May 1785, a certain Joachim von Exter defended his legal dissertation De actione Pauliana Hamburgi non introducta sed necessario introducenda at the University of Frankfurt an der Oder, under the auspices of Joachim Georg Darjes, professor of natural law. As the title of his thesis indicates, von Exter wanted to demonstrate that there had been no formal reception of the actio Pauliana , remedy against fraudulent conveyances in Justinianic law, in the statute law of his home town Hamburg up to his time, but that an incorporation of this legal institution was something to be desired. After a brief preliminary note on von Exter's quite colourful life, the paper traces the core theses of his work and the process of reception of the actio Pauliana in Hamburg. [ABSTRACT FROM AUTHOR]

The article "Boundaries and Transgressions in the Anthropocene: Intangible Cultural Heritage as a Case Study" examines the significance of Intangible Cultural Heritage for education, learning, and socialization. In the Anthropocene, where humans play a crucial role in the fate of the planet, it is important to engage with nature and culture as a shared heritage of humanity. Intangible Cultural Heritage can make an important contribution to the development of global citizenship. The five areas of the UNESCO Convention on Intangible Cultural Heritage are of great importance: oral traditions and expressions, music, body language, performing arts, customs, festivals, rituals throughout the year, humans and nature, craftsmanship. UNESCO is committed to preserving these works and practices and using them for intercultural dialogues and global partnerships to safeguard cultural diversity and develop global citizenship. [Extracted from the article]

The article "Pedagogical Authority" discusses the role and significance of pedagogical authority in parent-child relationships and teacher-student relationships. Theodor W. Adorno is mentioned as an important thinker on this topic. It is emphasized that pedagogical authority can take on various forms and is effective in certain contexts. The article also deals with the characteristics and dimensions of pedagogical authority and emphasizes the importance of recognition and trust in this relationship. It is pointed out that pedagogical authority is closely linked to cultural legitimacy and education. The article concludes by noting the subtle effect of symbolic power and the role of education in the transmission of social power through symbols. [Extracted from the article]