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How could the ideal of a universal brotherhood of mankind be realized in an age of nationalism, colonialism and culture wars? "With God, for fatherland and humanity?" is the first comprehensive study of masonic internationalism. It explores, with a focus on England, France, Germany, and Italy, how European masonic associations promoted or opposed a worldwide organisation of the "brotherhood". It argues that the transnational efforts before and after the First World War ended up reinforcing the differences they set out to overcome.

Introduction. The article examines the nature and essence of patriotism and friendship of peoples, their crucial role for the life of the Russian Federation. Over the past decades, radical changes have taken place in the political system of Russia, its social and ethnic structure, and a heterogeneous ethno-confessional society has been formed. The author shows that patriotism and friendship of peoples are the most important determinants, specific properties necessary for the integration of our multinational federation ensuring order and stability in the country, its sustainable and dynamic development, the gradual formation of new supra-ethnic and supra-confessional values, and general cultural identity. Methods. The combination of applying methods and approaches is the key to studying the theory and practice of patriotism, recognizing its procedural nature, unity and opposition in the activities of the state and society, the interests of the government, political parties and social groups. The use of the polyparadigmatic methodology in studying the nature and essence of patriotism, in particular, the activity and civilizational approaches, the synergetic method, dialectic categories made it possible to determine the complexity and continuity of the formation of patriotism and patriotic work, to reveal dynamism and conflict, general and special features in them. Analysis. Studying the real state of Russian society points to the weakness of systemic activities of patriotic education, preserving and strengthening the unity and friendship between nations. The lack of a common goal problematizes the search for a common patriotic idea, new foundations for Russian civilization, the common existence of nations, the construction of a welfare state and a harmonious society. Results. The article reveals inadequacy of the declared ideas of patriotism and friendship of peoples to the policy and practice of implementing neoliberal values and the priority of individualism. The author shows that the process of further fragmentation and stratification, alienation and separation of people according to racial, national, ethnic, cultural, religious, confessional, generational, professional and other characteristics continues in society. The transition of already atomized individuals from the ethnic mentality and national behavioral stereotypes to a single patriotic goal – the all-Russian identity – is formal. Today, the activity on the formation of patriotism and patriotic attitudes of consciousness does not affect the deep, essential foundations of society, is of a festival and manipulative nature, and in many respects concerns only the military sphere, tourism and sports. The notes mentioned create significant difficulties in understanding the idea of the common welfare, genuine and false in patriotism, the definition of objective interests of the state, authority and society, social groups and individual elites. Modern globalization inevitably involves taking into account the national interests of Russia, the search for optimal forms of interconnection of civilizational and universal principles.

"In order to make justice work, participation and reconciliation is needed within and between societies, peoples, and nations. In this compilation, authors - senior academics as well as students - from Bethlehem University, Palestine, and the Catholic University of Applied Sciences, Cologne, Germany, contribute to this important field. Thus, to some extent, the book in itself is an example of the subjects it deals with." (author's abstract). Table of Contents: Sami Adwan, Armin G. Wildfeuer: Editors' Preface (9-10); Josef Freise: The Joint Project of Bethlehem University and the Catholic University of Cologne (11-14); I. Debating "Participation": Contributions of the Lecturer Conferences 2008: Armin G. Wildfeuer, Christina Wirth: The Ideas of "Active" and "Passive" Participation. Some Philosophical Remarks on the History and the Presence of the Notion "Participation" (17-25); Josef Freise: Education and Participation - General Considerations and Exemplary Consequences for Political Youth Education and Teaching at Universities (27-31); Huda Musleh: Participation in Education (33-41); Heinz Theisen: Participation in Times of Globalization (43-56); Elise Aghazarian: The Arab Intellectual: Polemics of Participation in the Knowledge Society (57-70); Ria Puhl: Participation - as a Central Right of Service Users in Germany (71-78); Eman Abusada: Participation between the Rhetoric of Western Donor NGOs and the Reality of Social Work and Social Development Practice in Palestine (79-100); Gertrud Hundenborn: Participation from the Point of View of Nursing Pedagogy (101-106); Nelly Husari: Innovative Participation: Teaching/Training Ten Students from Gaza to be Occupational Therapists (107-116); II. Debating "Human Rights and Social Justice": Contributions of the Lecturer Conferences 2009: Armin G. Wildfeuer: Justice and Reconciliation (119-132); Josef Freise: Socio-Psychological and Spiritual Dimensions of Intercultural Learning and Peace Education (133-140); Heinz Theisen: European Values and the Social Market Economy (141-150); Ria Puhl: Human Rights and Social Justice and its Relevance for Social Work Theory and Practice (151-157); Minerva Qassis-Jaraysah: Killing Women under the Name of so-called "Family Honor" (159-172); Iyad Amawi: Denial of the Right to Freedom of Movement (Leaving and Returning to the Homeland) and its Implications on Human Development (173-182); Ingeborg Tiemann: On Rachel's Tomb: Some Considerations on Identity in a Palestinian-Israeli Border Area (183-201); III. Results of the Projects and Evaluation: Ingeborg Tiemann, May Jaber, Eman Abusada: Debating Participation: An Interdisciplinary Pilot Project between the Catholic University of Cologne and Bethlehem University Based on Video Conferencing and Workshops in Bethlehem and Cologne - Spring and Fall Semesters 2008 (205-213); Ronza Al-Madbouh, Sanaa Al-Muhtaseb, Juliane Dahlheimer, Raphael Nabholz, Christina Wirth: Debating Participation - Experiences of Students (215-219); Josef Freise, Sami Adwan: Values and Value Education among German and Palestinian Youth (221-229); Sami Adwan, Josef Freise: Palestinian and German Youth with Islamic and Christian Backgrounds: Religion as an Indicator of Behavior. A Comparative Study (231-245); Sami Adwan: Evaluation of the Inter-Cultural Exchange Program between Bethlehem University and the Catholic University of Applied Science (247-264).

Opladen ; Farmington Hills, MI : Verlag Barbara Budrich 2011, 268 S. - (Schriften der Katholischen Hochschule Nordrhein-Westfalen; 16), "In order to make justice work, participation and reconciliation is needed within and between societies, peoples, and nations. In this compilation, authors - senior academics as well as students - from Bethlehem University, Palestine, and the Catholic University of Applied Sciences, Cologne, Germany, contribute to this important field. Thus, to some extent, the book in itself is an example of the subjects it deals with." (author's abstract). Table of Contents: Sami Adwan, Armin G. Wildfeuer: Editors' Preface (9-10); Josef Freise: The Joint Project of Bethlehem University and the Catholic University of Cologne (11-14); I. Debating "Participation": Contributions of the Lecturer Conferences 2008: Armin G. Wildfeuer, Christina Wirth: The Ideas of "Active" and "Passive" Participation. Some Philosophical Remarks on the History and the Presence of the Notion "Participation" (17-25); Josef Freise: Education and Participation - General Considerations and Exemplary Consequences for Political Youth Education and Teaching at Universities (27-31); Huda Musleh: Participation in Education (33-41); Heinz Theisen: Participation in Times of Globalization (43-56); Elise Aghazarian: The Arab Intellectual: Polemics of Participation in the Knowledge Society (57-70); Ria Puhl: Participation - as a Central Right of Service Users in Germany (71-78); Eman Abusada: Participation between the Rhetoric of Western Donor NGOs and the Reality of Social Work and Social Development Practice in Palestine (79-100); Gertrud Hundenborn: Participation from the Point of View of Nursing Pedagogy (101-106); Nelly Husari: Innovative Participation: Teaching/Training Ten Students from Gaza to be Occupational Therapists (107-116); II. Debating "Human Rights and Social Justice": Contributions of the Lecturer Conferences 2009: Armin G. Wildfeuer: Justice and Reconciliation (119-132); Josef Freise: Socio-Psychological and Spiritual Dimensions of Intercultural Learning and Peace Education (133-140); Heinz Theisen: European Values and the Social Market Economy (141-150); Ria Puhl: Human Rights and Social Justice and its Relevance for Social Work Theory and Practice (151-157); Minerva Qassis-Jaraysah: Killing Women under the Name of so-called "Family Honor" (159-172); Iyad Amawi: Denial of the Right to Freedom of Movement (Leaving and Returning to the Homeland) and its Implications on Human Development (173-182); Ingeborg Tiemann: On Rachel's Tomb: Some Considerations on Identity in a Palestinian-Israeli Border Area (183-201); III. Results of the Projects and Evaluation: Ingeborg Tiemann, May Jaber, Eman Abusada: Debating Participation: An Interdisciplinary Pilot Project between the Catholic University of Cologne and Bethlehem University Based on Video Conferencing and Workshops in Bethlehem and Cologne - Spring and Fall Semesters 2008 (205-213); Ronza Al-Madbouh, Sanaa Al-Muhtaseb, Juliane Dahlheimer, Raphael Nabholz, Christina Wirth: Debating Participation - Experiences of Students (215-219); Josef Freise, Sami Adwan: Values and Value Education among German and Palestinian Youth (221-229); Sami Adwan, Josef Freise: Palestinian and German Youth with Islamic and Christian Backgrounds: Religion as an Indicator of Behavior. A Comparative Study (231-245); Sami Adwan: Evaluation of the Inter-Cultural Exchange Program between Bethlehem University and the Catholic University of Applied Science (247-264).

Tertium comparationis 11 (2005) 1, S. 82-101, The essay provides a comprehensive account of the Heidelberg International Comprehensive School as Peace School and UNESCO Project School. First of all there is an outline of the main factors influencing the establishment of the school in 1974, these being certain approaches within the framework of education reforms, as well as the resulting Peace Education aspects. Following this there are some insights into the planning phase, which involved amongst others the Ministry of Education, The Lord Mayor, the Planning Group made up of academics, representatives of the teaching staff and parents. Examples of practice within the school are discussed; the practice is typified by its international character, e.g. links with schools in other countries, above all the high proportion of foreign children who have been integrated, through other forms of international cooperation, and finally through various topic areas pertaining to Peace Education (for instance, English lessons as a means of integrating foreign pupils, co-operation with an old people’s home, environmental projects, mediation incorporating active involvement by pupils). Because of the pioneering efforts of the school in the field of Peace Education and extensive public recognition, the school was granted the status of UNESCO Project School in 2001. Overall, the article gives a differentiated overview of the basic concepts of Peace Education and of opportunities for putting these into practice within a school context. In so doing the essay once again raises our awareness of the fundamental and vital significance of Peace Education for our times, despite efforts towards globalisation. (DIPF/ Orig.)

ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 26 (2003) 1, S. 39-46, In [diesem Beitrag] geht es um Zukunftsvorstellungen senegalesischer und deutscher Jugendlicher wie sie in Aufsätzen zum Thema "Mon Avenir" bzw. "Meine Zukunft" geäußert wurden. Diese Aufsätze wurden von Schülerinnen und Schülern mit einem Durchschnittsalter von etwa 13 Jahren verfasst und vergleichend ausgewertet. Die Interpretation der insgesamt 78 Aufsätze nimmt Bezug auf die für die vergleichende Bildungsforschung konstitutive Frage nach den kulturellen Spezifika und/ oder den universalen Gemeinsamkeiten, die in Zukunftsvorstellungen der Jugendphase zum Vorschein kommen. Anschließend wird mit Bezug auf das Konzept der 'Entwicklungsaufgaben des Jugendalters' gefragt, wie Unterschiede und Gemeinsamkeiten theoretisch erklärt werden können. (DIPF/Orig.)

ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 23 (2000) 1, S. 29-32, Dreißig Schulen in Niedersachsen wurden zu "EXPO-Schulen" erklärt. Sie zeichnen sich durch ein innovatives und zukunftsorientiertes Schulkonzept aus, in welchem das Leitbild einer global nachhaltigen Entwicklung zur Geltung kommt und der Aufbau internationaler Schulpartnerschaften zu einem zentralen Anliegen wird. Dieser Beitrag beschreibt die Aktivitäten der EXPO-Schulen an konkreten Beispielen. (DIPF/Orig.)

Die Sozial- und Sportwissenschaften in Deutschland tun sich während der 70er, 80er und 90er Jahre noch schwer mit der Erforschung des Sports in der Einwanderungsgesellschaft. Das ist umso erstaunlicher, als der Erwartungsdruck, der auf dem Sport lastet, extrem groß ist. Gilt es doch auf der Ebene normativ-politischer Diskurse als Selbstverständlichkeit, daß er mehr als jeder andere gesellschaftliche Bereich die Integration von Fremden vorantreibt. Es ist aber gerade die damit verbundene und zum Dogma erstarrte Auffassung vom Sport als einer kulturelle Grenzen überwindenden und völkerverbindenden Praxis, die der Forschung den Blick für gegenläufige Phänomene versperrt: für die Fremdheit, die in interethnischen Begegnungen entstehen kann, und für Rassismen, die vor dem Feld des Sports nicht haltmachen, sondern hier sportspezifische Gestalt annehmen können.

Das Unterrichtsbeispiel entstand 1979 im Rahmen des Projekts „Dritte Welt in der Schule“. Im Sammelband von 1989 wurde es dem Themenbereich Lernen in fremden Kulturen zugeordnet. Ausgangspunkt war eine Mitmach-Wanderausstellung, in der es um Spielzeuge ging, die afrikanische Kinder aus Kenia selbst gebaut hatten. Das regte die Kinder wiederum an, selber etwas Derartiges zu bauen. Durch die ideenreiche und technisch versierten Fahrzeuge der afrikanischen Kinder konnte die „verbreitete Klischeevorstellung, Menschen der Dritten Welt seien ,dumm', ,primitiv' und ,leben noch wie die Steinzeitmenschen' teilweise aufgebrochen werden“, so das Fazit der Autorin und des Autors. (DIPF/Orig.)