Am Anfang waren Postmoderne, underground comix und prosthetic culture – allesamt prägende Phänomene für die Comic-Autobiografie. In diesem popkulturellen Medium geraten Aspekte wie die ‚Wahrheit des Ich‘ oder die Evidenz des Erzählten ins Wanken. Stattdessen entsteht im Zeichen der Spaltung, Übertreibung und Metamorphose eine neue Form der hybriden Selbstrepräsentation. Die Monografie bietet Einblicke in die heterogenen Diskurse der Entstehung und Entwicklung dieser Praxis des autobiografischen Schreibens/Zeichnens in den USA, Europa und Japan.

Den Kern der Philosophie bildet ein Vernunftprinzip, bezogen sowohl auf Maßstäbe des Wissens als auch auf Orientierungen des Handelns. Im Konstruktivismus Erlanger und Konstanzer Prägung gewinnt dieses Prinzip ein logisches und methodisches Profil. Die Beiträge des Bandes sind dem Werk von Kuno Lorenz (Dialogische Vernunft) und Friedrich Kambartel (Kultur der Vernunft) gewidmet.

Der Mythos einer ‚Neuorientierung‘ nach 1945 ist wider besseren Wissens auch in der aktuelleren musikpädagogischen Geschichtsschreibung präsent. Ausgehend von der Grundannahme, dass Geschichte nicht ausschließlich in historischen Quellen, sondern auch in deren Darstellung repräsentiert ist, trägt diese Studie bestehende Darstellungen zusammen, die musikpädagogische Fachgeschichte nach 1945 zum Gegenstand haben. Auf diese Weise können inhaltliche Kernthemen und zentrale Narrative identifiziert werden, mit denen die Fachgeschichte in diesem Zeitraum konstruiert wird. Auf dieser Grundlage erfolgt zum Einen eine Bewertung über die Berechtigung der Erzählung und Metapher (A. Nünning) der ‚Neuorientierung‘ für den Untersuchungszeitraum, zum Anderen Folgerungen für musikpädagogische Historiografie insgesamt. So entsteht eine handbuchartige Gesamtschau bisheriger Geschichtsschreibungen, die weiteren Studien zur Nachkriegsmusikpädagogik den Weg ebnet.

Tätowiert auf Körper, gedruckt auf Papier; mit Schriftzeichen und Ziffern wird die Wirklichkeit bestimmt, werden Macht und Gewalt ausgeübt – so zeichnen es die Stücke des Dokumentartheaters, die sich der Aufarbeitung von Holocaust und Totalitarismus, von individueller und kollektiver Schuld verschrieben haben. Den Anspruch, aufzuklären und Wahrheit zu vermitteln, unterstreichen die Dramentexte, wenn sie wiederum selbst auf schriftliche Quellen verweisen, auf Dokumente und Augenzeugenberichte. Die vorliegende Arbeit untersucht die Rolle des Mediums Schrift, die Bedeutung des Schreibens und Lesens in Dramentexten des dokumentarischen Theaters der 1960er und 1970er Jahre, und zwar in thematischer wie in formaler Hinsicht. Sie sucht damit einen völlig anderen Zugang zum Dokumentartheater zu erschließen und versteht sich als Beitrag zur Definitionsproblematik der Gattung, die bis heute besteht.

Diese Studie behandelt verschiedene Aspekte der Untersuchung und Strafverfolgung der deutschen Kriegsverbrechen in Polen nach 1945. Die wichtigste Institution in diesem Bereich war die Hauptkommission zur Untersuchung der deutschen Verbrechen/NS-Verbrechen in Polen. Sie war dafür verantwortlich, Beweise für die Verbrechen zu sammeln und mit der Justiz der Bundesrepublik Deutschland zusammenzuarbeiten, insbesondere mit der Zentralen Stelle der Landesjustizverwaltungen zur Aufklärung nationalsozialistischer Verbrechen. Łukasz Jasiński zeigt, dass die Kommission zugleich als Institution des nicht demokratischen polnischen Staates politischem Druck von Seiten der kommunistischen Behörden ausgesetzt war und für Propagandakampagnen sowie zur Gestaltung des kollektiven Gedächtnisses zum Zweiten Weltkrieg in Polen herangezogen wurde. Darüber hinaus war die Geschichte der Hauptkommission auch von den unterschiedlichen Phasen in den deutsch-polnischen Beziehungen und der politischen Rivalität zwischen der BRD und der DDR geprägt.

Für Lyrikerinnen der Barockepoche hat der poetische Traum eine geschlechtsspezifische Bedeutung: Das Dichten über Träume kann schreibenden Frauen im 17. Jahrhundert gewisse Lizenzen bieten. Inszeniert als Verbindungsmedium zu Gott oder als Ort der (Wieder-)Begegnung mit geliebten Menschen erfüllt der Traum die Funktion eines erweiterten, aber abgesicherten Spielraums, der die dichterische Entfaltung trotz sozialer sowie regelpoetischer Begrenzungen ermöglicht. Die vorliegende Studie untersucht dieses Potenzial des poetischen Traums anhand exemplarischer Gedichte deutschsprachiger Barocklyrikerinnen wie Margaretha Susanna von Kuntsch und Maria Katharina Stockfleth unter besonderer Berücksichtigung des Geschlechter- und Traumdiskurses der Zeit. Ein kontrastiver Vergleich mit ausgewählten Traumdichtungen von Aemilia Lanyer, Mary Wroth und weiteren englischsprachigen Zeitgenossinnen erlaubt hierbei eine neue Akzentuierung des Blicks auf die Vertreterinnen des deutschen Sprachraums.

Relevanz zu verstehen bedeutet zu klären, worauf unsere Aufmerksamkeit sich richtet, und wie dies unser Denken, Entscheiden und Handeln leitet. Warum erscheint uns manches bedeutsam, anderes belanglos? Warum löst ein Thema hier lebhafte Diskussionen, dort Schweigen aus? Warum heben wir in Erzählungen bestimmte Aspekte hervor und lassen andere unerwähnt? Die Frage nach Relevanz zielt auf einen entscheidenden Aspekt des Verstehens selbst. Relevanzzuschreibungen und -wahrnehmungen verweisen auch auf Prozesse der Selektion und Gewichtung, die der Interpretation vorausgehen und sie zugleich prägen. Ausgehend von phänomenologischen und linguistisch-pragmatischen Ansätzen beleuchtet dieser interdisziplinäre Band Relevanz als Schlüsselbegriff hermeneutischer Theorie. Er bietet begriffliche Orientierung, methodische Instrumente und Fallstudien für alle, die verstehen wollen, warum etwas zählt.

Das Buch beschäftigt sich mit Bildern ostkirchlicher Häresie im westlichen, protestantischen Christentum Zentraleuropas zwischen dem Ende des 16. Jahrhunderts und der Gegenwart. Diese evangelischen Bogomilismus-Diskurse belegen die konfessionsübergreifende Vernetzung protestantischer Theologie, geben einen Eindruck vom Wandel ostkirchlicher Fremdbilder und beschreiben die Veränderungen protestantischer Selbstverständnisse. Es wird gezeigt, wie die Transformationen der Selbst- und Fremdbilder mit dem Wechsel der Wissensordnungen zusammenhängen, in die die jeweiligen Diskurse eingebunden waren. Aus ökumenisch-theologischer Perspektive wird deutlich, wie stark kirchliche Selbstverständnisse jenseits dogmatischer Richtigkeiten auch wenig (oder gar nicht) bewusste Denkvoraussetzungen widerspiegeln können.

Im Anthropozän erscheint der Mensch als Naturmacht. Der interdisziplinäre Band zielt darauf, das veränderte Natur- und Selbstverhältnis im Anthropozän aus der Perspektive von Ethik und Ästhetik näher zu erschließen. Im Zentrum steht die Frage, inwiefern ein ästhetisches Naturverhältnis unter den Bedingungen des Anthropozäns zur Kultivierung und Ergänzung eines ethischen Naturverhältnisses beitragen kann. Insbesondere die Frage nach der Schönheit der Natur sowie dystopische Naturvorstellungen als deren Kontrastfolie bilden dabei einen zentralen Leitgedanken des Bandes. Ein geschärfter Blick für Naturästhetik kann daher gerade unter den Bedingungen des Anthropozäns eine komplementäre Rolle gegenüber der Naturethik einnehmen.

Charles Darwin has been extensively analysed and written about as a scientist, Victorian, father and husband. However, this is the first book to present a carefully thought out pedagogical approach to learning that is centered on Darwin's life and scientific practice. The ways in which Darwin developed his scientific ideas, and their far reaching effects, continue to challenge and provoke contemporary teachers and learners, inspiring them to consider both how scientists work and how individual humans 'read nature'. Darwin-inspired learning, as proposed in this international collection of essays, is an enquiry-based pedagogy, that takes the professional practice of Charles Darwin as its source. Without seeking to idealise the man, Darwin-inspired learning places importance on: active learning hands-on enquiry critical thinking creativity argumentation interdisciplinarity. In an increasingly urbanised world, first-hand observations of living plants and animals are becoming rarer. Indeed, some commentators suggest that such encounters are under threat and children are living in a time of 'nature-deficit'. Darwin-inspired learning, with its focus on close observation and hands-on enquiry, seeks to re-engage children and young people with the living world through critical and creative thinking modeled on Darwin's life and science.

In this book, comparisons are made between the practices of classrooms in a variety of different school systems around the world. The abiding challenge for classroom research is the realization of structure in diversity. The structure in this case takes the form of patterns of participation: regularities in the social practices of mathematics classrooms. The expansion of our field of view to include international rather than just local classrooms increases the diversity and heightens the challenge of the search for structure, while increasing the significance of any structures, once found. In particular, this book reports on the use of 'lesson events' as an entry point for the analysis of lesson structure. International research offers opportunities to study settings and characteristics untenable in the researcher's local situation. Importantly, international comparative studies can reveal possibilities for practice that would go unrecognized within the established norms of educational practice of one country or one culture. Our capacity to conceive of alternatives to our current practice is constrained by deep-rooted assumptions, reflecting cultural and societal values that we lack the perspective to question. The comparisons made possible by international research facilitate our identification and interrogation of these assumptions. Such interrogation opens up possibilities for innovation that might not otherwise be identified, expanding the repertoire of mathematics teachers internationally, and providing the basis for theory development.

School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of the school have always been intertwined with the critical question of how past, present and future can be linked in educational practices so that schools can foster (in ever better ways) the well-being of individuals, societies and humanity. The chapters in this volume, despite the variety of viewpoints, share this critical view. The purpose of the volume is not to offer definite answers; rather it is to stress that to understand the role and functions of school in contemporary society and to orientate its transition, a well-founded critical evaluation of prevailing pedagogical practices and policy trends is required. This evaluation is vital for the future of school and society.

"A provocative book, an important book! jagodzinski's and Wallin's 'betrayal' is in fact a wake-up call for art-based research, a loving critique of its directions. jagodzinski's and Wallin's reference is the question 'what art can do'--not what it means. Theirs is an ultimate affirmation that uncovers the singularities that compose and give consistency to art not as an object, but as an event. Their betrayal consists in an affirmation of life and becoming, positing a performative 'machinics of the arts' which is in absolute contraposition with the hegemonic discourse of art andas an object of knowledge and representation. This does not only concern academia, but also politics and ethics--an untimely book that comes just at the right time!" - Bernd Herzogenrath, Goethe Universität Frankfurt am Main (Germany), author of An American BodyPolitic. A Deleuzian Approach, and editor of Deleuze & Ecology and Travels in Intermedia[lity]. ReBlurring the Boundaries. "Approaching the creative impulse in the arts from the philosophical perspectives of Deleuze + Guattari, Jagodzinski and Wallin make a compelling argument for blurring the boundaries of arts-based research in the field of art education. The authors contend that the radical ideas of leading scholars in the field are not radical enough due to their reliance on existing research ontologies and those that end in epistemological representations. In contrast, they propose arts-based research as the event of ontological immanence, an incipient, machinic process of becoming-research through arts practice that enables seeing and thinking in irreducible ways while resisting normalization and subsumption under existing modes of address. As such, arts practice, as research-in-the making, constitutes a betrayal of prevailing cultural assumptions, according to the authors, an interminable renouncement of normalized research representations in favor of the contingent problematic that emerges during arts practice." - Charles R. Garoian, Professor of Art Education, Penn State University, author of The Prosthetic Pedagogy of Art. "Jagodzinski and Wallin have written a challenging book on the theme of betrayal which aims to question the metaphysical ground of the practice of many arts educators and researchers. Dismantling the notion of praxis which assumes a prior will as well as the pervasive notion of the creative and reflexive individual, they revisit the notion of poiesis and the truth of appearing in order to advocate the centrality of becoming in pedagogical relations. Is it possible to develop pedagogies beyond those images of thought that attenuate learners, teachers and researchers? We need a new image of thought, or better, a thought without image, and this book asks us to take up the challenge." - Dennis Atkinson, Director of the Centre for the Arts and Learning, Department of Educational Studies, Goldsmiths, University of London, author of Art Equality and Learning; Pedagogies Against the State

In Environmental Education: Identity, Politics and Citizenship the editors endeavor to present views of environmental educators that focus on issues of identity and subjectivity, and how 'narrated lives' relate to questions of learning, education, politics, justice, and citizenship. What is distinctive about this collection is that it highlights the views of Latin American scholars alongside those of scholars from Spain, Canada, New Zealand, Taiwan, South Africa, Australia, and U. S. The result is a philosophically nuanced reading of the complexities of environmental education that begins to reshape the landscape in terms of ethics, ontology, epistemology, and politics. The collection bears the stamp of the location of its contributors and strongly reflects an activist, qualitative, and ethnographic orientation that emphasizes the ground for action, the identity of environmental actors, and the contribution that education in all its forms can make to sustainability and the cause of the environment. At the same time, contributors go beyond simple slogans and ideologies to question the accepted truths of this rapidly emerging field. Cover picture: Edgar González-Gaudiano: Siem Reap, Cambodia, December 2007.

The research presented in this book provides analytical frameworks and case studies on engineering practices in education and professional work. The studies are inspired by practice theory as well as science and technology studies. The contributions demonstrate how these practices mutually dependent in co-construction processes in different domains of engineering. In order to demonstrate these essentially dynamic features, the empirical material is aimed at unravelling the interrelatedness of educational and work practices in engineering and analysing them as inherently situated in order to understand how engineering professionalism is produced. The studies are motivated by the following questions: How can we understand different engineering practices and how do they relate? Which dimensions facilitate transitions between educational practices and work practices? Where is engineering professionalism learned and the engineering 'mindset' constituted? How does engineering professionalism change in response to societal challenges? The studies focus on the responses to societal challenges in education and professional work settings. The outcomes show how engineering has responded to challenges concerning environment, energy, sustainability, design, user interactions, community engagement and entrepreneurship. This has been done through the identification of codes of meaning and the institutions that frame the translation from challenges to professional responses. How these responses are performed within engineering professionalism is crucial for the societal role of engineering. The concluding chapter synthesizes the answers to these questions and the lessons learned from attempts to develop engineering in the different settings studied. It highlights the linkages among them, drawing on findings and details from the individual chapters as well as the literature in which they are situated, showing how the different sites interact and produce specific representations and frameworks central to engineering professionalism.

Designing for technology enhanced learning (TEL) is often a demanding process. It involves creating challenging learning tasks, making sure that students have access to the right tools and resources, and ensuring there are appropriate opportunities for them to learn with and from each other. Good design is creative, and it also depends on deep experience, sound evidence about learning and an understanding of the capabilities of technology. This book introduces the use of design patterns and pattern languages as ways of capturing and sharing TEL design knowledge. The editors have assembled a team of authors who have pioneered research and development in this rapidly expanding field. The book surveys the state-of-the art and identifies productive lines for future research. It will be invaluable to researchers, teachers, students and professional TEL designers.

This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly! (Extract from Barbara Jaworski's preface. ) With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pariès, Aurélie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac.

Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada's eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada's National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today.

Recently the issue of early childhood mathematics has come to the fore and with it the importance of teaching geometrical concepts and reasoning from a young age. Geometry is a key domain mentioned in many national curricula and may also support the learning of other mathematical topics, such as number and patterns. This book is based on the rich experience (research and practice) of the authors and is devoted entirely to the learning and teaching of geometry in preschool. The first part of the book is dedicated to children's geometrical thinking, building concept images in line with concept definitions, and the dilemmas that arise in the process. The second part focuses on geometrical tasks and their role in developing and assessing geometrical reasoning. The third part focuses on teaching geometry to young children. Each of the three parts is structured in a similar manner, beginning with general theory and research, continuing with specific examples related to those theories, and moving on to elements of actual practice. Written in a meaningful, yet enjoyable manner, any person who has an interest in the mathematics education of preschool children, be it parents, caregivers, teachers, teacher educators, and researchers, will find this book relevant.

How do you intend (to learn, know, see) something that you do not yet know? Given the theory-laden nature of perception, how do you perceive something in a science demonstration that requires knowing the very theory that you are to learn? In this book, the author provides answers to these and other (intractable) problems of learning in science. He uses both first-person, phenomenological methods, critically analyzing his own experiences of learning in unfamiliar situations and third-person, ethnographic methods, critically analyzing the learning of students involved in hands-on investigations concerning motion and static electricity. Roth continues his longstanding interest in understanding how we learn science and the question why all the changes to science education made over the past five decades have a significant impact of increasing understanding and interest in the subject. Roth articulates in his concluding chapter that the problem lies in part with the theories of learning employed--in the course of his biographical experience, he has appropriated and abandoned numerous theoretical frameworks, including (radical, social) constructivism, because they fell short when it came to understand real-time processes in school science classrooms. This book, which employs the cognitive phenomenological method described in the recently published Doing Qualitative Research: Praxis of Method (SensePublishers, 2005), has been written for all those who are interested in learning science: undergraduate students preparing for a career in science teaching, graduate students interested in the problems of teaching and learning of science, and faculty members researching and teaching in science education.