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Die gesamtgesellschaftlichen Umstellungsprozesse im Kontext von Digitalisierung und Digitisierung haben längst und umfassend auch die traditionelle Konzentration auf den papiernen Text als Gegenstand geisteswissenschaftlichen Studierens und Forschens sowie die Anleitung von Lern- und Rezeptionsprozessen in der Präsenzlehre erfasst. Dieser Transformationsprozess ist durch die Covid-19-Pandemie weniger erzeugt denn intensiviert worden. Augenfällig ist in jedem Fall der Bedarf an fachwissenschaftlich und technisch professionell aufbereiteten digitalen Lehr‐Lern‐Materialien, um in diesem Wandel die wissenschaftlichen Standards akademischer Lehre zu behaupten und weiter zu verbessern. Der Beitrag zeigt am Beispiel des Modellprojekts KoLidi (Kollaborative Literaturgeschichte digital und interaktiv) der Universitäten Bielefeld, Paderborn und der Bergischen Universität Wuppertal die Möglichkeiten digitalen Lehren und Lernens innerhalb eines traditionell buchzentrierten und lektüreintensiven Fachs auf. Das Projekt stellte einen breit gelagerten Versuch zur hochschuldidaktisch und fachwissenschaftlich qualifizierten Aufbereitung von Seminaren im digitalen Raum auf Basis der technischen Möglichkeiten von Lernmanagementsystemen (LMS) dar. Im Zentrum des Beitrags stehen die digitale kollaborative und interaktive Gestaltung von Rezeptions‐ und Textproduktionsprozessen sowie die in digitale Formate ‚übersetzte‘ Lese‐ und Schreibbegleitung. Abstract (english): Processes of digitization and digitalization fundamentally transform our societies. More precisely, they have long since comprehensively impacted the traditional focus on paper-printed texts as a commodity of studies and research in the humanities. Furthermore, they have largely affected learning and reception processes in faceto-face classroom situations. Less has this transformation been generated by the Covid-19-pandemic than it has become visible through it. Needs for professionally prepared digital teaching and learning materials have become obvious, in order to maintain and further improve the scientific standards of academic teaching in digital times. For disciplinary subjects, like literary history, that traditionally focus on books and large amounts of more or less analogue readings this has become an urgent challenge. Using examples from the pilot scheme KoLidi (‘Kollaborative Literaturgeschichte digital und interaktiv’, which roughly translates into ‘Collaborative and Interactive Approaches for Digital Literary History), this article presents well working ways of digital mediation of German-language literary history. The project was carried out conjointly by scholars from the universities of Bielefeld, Paderborn and Wuppertal. It is an effort to set up a didactically and technically qualified digital working environment and study materials at university level within a Moodle-based learning management system. The paper focuses, on the one hand, on digital, collaborative and interactive processes of reception and textual production as well as their designs. On the other hand, it discusses how reading and writing scenarios can be converted into digital formats and how students are best supported in reading and writing processes., MiDU - Medien im Deutschunterricht, Nr. 1 (2023): Lesen und Schreiben im digitalen Raum II

KoLidi is a pioneering project in its attempts to use digital and collaborative tools to teach literary history at the university level. In this paper, we illustrate the framework conditions of our project, outline its scientific background, and present our methodological considerations. Literary studies are, at their core, based on mutual exchanges concerning texts, contexts, and discourses. Transposing this process into a digital environment poses new challenges regarding how to keep this conversation running. How can close (analogue) individual readings and digital collaborative learning be productively combined? In a team of three German universities, we started with this basic question from the outset in order to develop collaborative and interactive courses on German-language literary history from the Middle Ages up to the 20th century. KoLidi aims to enable students to delve into historical sources by offering them the opportunity to identify historical patterns and structures on their own. All media content that is created serves two major functions: to impart declarative knowledge to learners and to encourage students to integrate such knowledge into a larger context of problem-oriented knowledge acquisition through joint dialogue and teamwork beyond our institutions. To enable further exchange and development, all teaching materials are designed as open educational resources (OER).

Internationale katholische Zeitschrift Communio, Bd. 47 Nr. 1 (2018): Internationale katholische Zeitschrift Communio, Band 47, Heft 1

The chapter argues that by emphasizing shame rather than guilt as an interpretative scheme to respond to the Shoah, German officials, to the present day, have intentionally misrepresented the early guilt campaigns of the Allied Forces in 1945. Fearing legal prosecution and financial penalties, Germans understood collective guilt as a legal concept, and fiercely rejected it. Instead, German officials expressed shame, thereby acknowledging some responsibility. However, shame shifts the burden back to victim groups, who are expected to lift the burden of shame in order to facilitate reconciliation. In their commemorative speeches, West German presidents missed the chance to foster a productive understanding of guilt that depends on open acknowledgment and courage to face juridical and financial consequences. Their emphasis on feelings of shame, instead, instigated aggressive attitudes toward victim group, who were identified as origin and wellspring of the experience of shame.

The obligation of satisfaction (satisfactio operis) in the Christian sacrament of penance made guilt productive in the Middle Ages because it required charitable and good works. These acts did not necessarily have to benefit the concrete victims but could also support other needy persons or society. Moreover, they could be performed on behalf of other sinners in acts of vicarious penance. Martin Luther fundamentally disputed this way of dealing with guilt in his doctrine of justification. In the wake of the Reformation, attempts to relieve a guilty conscience through action remain controversial, and a possible motivation for socially good deeds is lost. After a brief overview of the basic ideas of Christian penance, this chapter outlines the critiques of the mystic Meister Eckhart and the reformer Luther and describes the social consequences of the Reformation. The last section discusses the possibility of making guilt productive today using three current examples: volunteer service, vicarious activism, and charitable donations

The book investigates the role of guilt in the global discussion of locally specific legacies of mass violence and injustice. Guilt is an indispensable element in human social and emotional life that surfaces as a central phenomenon in the cultural politics of memory, transitional justice, and the aftermath of violence. The nuances and complexities of various national and historical guilt configurations foster insights into guilt’s transformative possibilities. The book interweaves specific case studies with broader theoretical reflections on the conditions that turn the emotional, legal, and cultural phenomenon of guilt into a culturally transformative dynamic that repairs relationships, equalizes power dynamics, demands new social orders, and creates literary, artistic, and religious productions and performances. The authors examine different case studies on the basis of discipline-specific definitions of guilt, ranging from psychology to law, philosophy to literature, religion to history and anthropology. The contributors generally approach guilt less as a personal emotion than as a socio-legal, moral, and culturally ambivalent force that mandates ritual performance, political negotiation, legal adjudication, artistic and literary representation, and intergenerational transmission. The book calls for a more nuanced understanding of the world’s—and history’s—diversity of guilt concepts and the cultivation of cultural strategies to negotiate guilt relations in specific religious, cultural, and local ways.

This chapter examines different phenomena that share the feature of being scandalized under the keyword “impunity.” Situations as diverse as presidential (self-)pardons, post-transitional-justice amnesty laws, selective policing among class lines, or low clearance rates in homicide cases in Central America are seen as situations in which the law displays an “absent presence,” symbolically and discursively important, but inactive in practice. In these diverse situations, wrongdoing is decoupled not only from legal punishment, but also from guilt. Under these circumstances, guilt—moral and legal—becomes a diffuse concept, frequently leading to socially disruptive effects. These deleterious effects create a demand for (legal) institutions that help rein in the destructive potential of guilt and utilize its (conciliatory-when-controlled) force in productive ways.

August Wilhelm Schlegel zeigte in seiner lebenslangen Auseinandersetzung mit der Literatur seiner Gegenwart, der philologischen Aufarbeitung der griechisch-römischen, der indischen, der romanischen und der deutschen Literaturgeschichte in Darstellung und Übersetzung ein Panorama philologischer Tätigkeiten. Er bildete einen speziellen Typus ‚philologischer Gelehrsamkeit‘ aus, der sich nicht, wie bei anderen Philologen des 19. Jahrhunderts, eindeutig auf der Seite disziplinärer Professionalisierung verorten lässt. August Wilhelm Schlegel hat dabei Bedeutendes für das Wechselspiel der europäischen Literaturen geleistet, sowohl in der Forschung als auch im akademischen Unterricht an der Universität Bonn, in Übersetzung und Literaturkritik. Er ist wie kaum ein anderer Gelehrter europäisch orientiert, und dies nicht allein in der Wissenschaft, sondern auch in seinen Verbindungen zu den politischen wie kulturellen Eliten Europas. Die Beiträge widmen sich den konkreten historischen Formen philologischen Denkens und Handelns und zeichnen die Kommunikationsnetzwerke nach, in die Schlegel eingebunden war.