Erzählungen haben die Form einer Wunde. Sie öffnen und schließen sich, sie erzeugen einen Zustand des Schmerzes und der Unruhe, der im Verlauf der Handlung bearbeitet und aufgelöst wird. Aber auch der narrative Zusammenhang selbst kann durch Wunden verletzt und beschädigt werden. Diese Überlegungen stehen im Zentrum der Erzähltheorie der Verwundung, die Manuel Mühlbacher anhand von Ludovico Ariostos Orlando furioso und Miguel de Cervantes’ Don Quijote entwickelt. Während die Wunde bei Ariosto narrative Kohärenz stiftet, fungiert sie bei Cervantes als metanarrative Figur des Kohärenzverlusts. Historisch gehen beide Erzählprojekte von der ritterlichen ‚ Abenteuerwunde‘ aus, die in der vormodernen Narrativik den Angelpunkt eines Chronotopos der Spurlosigkeit bildet. Folgt man der Transformation des Abenteuers zwischen Mittelalter und Früher Neuzeit, so lassen sich nicht nur die narrativen Potentiale der Wunde, sondern auch deren poetologische und kulturelle Implikationen nachvollziehen.

Diese Studie untersucht die Idee des „Schuldnerschutzes“ im Hinblick auf ihre römischen Wurzeln und ihre Weiterentwicklung in modernen Rechtsystemen. Sie konzentriert sich auf den Begriff „favor debitoris“ in den antiken Quellen selbst – bzw. auf seine Abwesenheit in denselben – und vergleicht ihn mit anderen „favores“; die in den juristischen Texten nachweisbar sind. Igor Adamczyk kommt zu dem Ergebnis, dass die Römer sich von einem Prinzip des Schuldnerschutzes nicht leiten ließen. Das bedeutet aber nicht, dass sie dem Schuldner den Schutz immer absprachen, es waren vielmehr situative Rechtsmaßnahmen. Der Autor untersucht Beispiele solcher schutzwirkenden Rechtsinstitute in den europäischen Rechtsystemen. Dabei nimmt er vor allem die Entstehung des vereinheitlichten polnischen Schuldrechts in den Blick, das unter den Einflüssen v.a. des französischen, österreichischen und deutschen Rechts entstanden ist – welches man wiederum auf das römische Recht zurückführen kann.

Die Beiträge des Bandes erörtern philosophische, theologische und sozialwissenschaftliche Aspekte des Care-Diskurses, deren Potential für die theologische Ethik und das Potential theologischer Impulse für die Care-Ethik. Im Fokus stehen die Bedeutung der Sorge im menschlichen Leben sowie die Beziehungs- und die politische Dimension der Sorge. Haltungsethische und normative Reflexionen des Sorgens sowie institutionenbezogene und sozialpolitische Bedingungen gelingender Sorgeleistungen prägen die Beiträge. Konkrete Handlungsfelder von Krankensorge, Altenpflege und Sozialer Arbeit bis zur Ökologie werden aus der Perspektive eines Sorgehandelns und gerechter Sorgebedingungen diskutiert, unter anderem mit Blick auf die geschlechterasymmetrische Sorgearbeitsteilung und die damit verbundenen Probleme der Geschlechtergerechtigkeit. Der Band dokumentiert Erträge des 41. Kongresses der Internationalen Vereinigung für Moraltheologie und Sozialethik in Münster im Herbst 2023.

In diesem Buch findet der Leser eine alternative Interpretation zweier der bedeutendsten argentinischen Schriftsteller des 20. Jahrhunderts aus der Perspektive des Marxismus-Leninismus. (De)Formationen der Phantasie analysiert, wie Jorge Luis Borges und Julio Cortázar im Hinblick auf die ideologische Färbung des Sozialistischen Realismus in der DDR von den 1960er bis in die 1980er Jahre wahrgenommen wurden. Ihre endgültige Rezeption in den 1970er Jahren wird als symptomatisch sowohl für den Wandel der ästhetischen Parameter der marxistisch-leninistischen Doktrin als auch für das Interesse der DDR an einer „Ästhetik des revolutionären Bewusstseins” in der lateinamerikanischen Literatur nach der kubanischen Revolution angesehen. Kernpunkt der Analyse liegt in der ideologischen Rolle der Paratexte, die die Lektüre und Rezeption der beiden Autoren bedingt und beeinflusst haben.

Die philologisch-kritische Neuübersetzung des Frankfurter Neuen Testaments von Stefan Alkier und Thomas Paulsen orientiert sich konsequent an der Semantik des Koine-Griechischen. Das führt zu erheblichen Bedeutungsänderungen neutestamentlicher Texte. So wird z.B. „metánoia“ nicht wie üblich mit „Buße“; sondern mit „Umdenken“ übersetzt ,und „pístis“ wird nicht mit „Glaube“; sondern mit „Vertrauen“ wiedergegeben. Der vorliegende Band prüft inter- und transdisziplinär wichtige semantische Entscheidungen auf der Folie des Koine-Griechischen und stellt damit zugleich einen substantiellen Beitrag zur Koine-Forschung dar. Die Einleitung klärt dabei, was denn überhaupt „Koine-Griechisch“ ist und in welchem Verhältnis es zum so genannten „Klassischen“ Griechisch steht. Ein forschungsgeschichtlicher Epilog zur Entstehung der Übersetzung „Vollmacht“ für „exousía“ zeigt exemplarisch auf, wie sehr der jeweilige Zeitgeist scheinbar neutrale Übersetzungen prägen kann.

Understanding Girls: Quantitative and Qualitative Research is a retrospective of the author's research that led to receiving the 2013 Distinguished Contributions Award to Science Education through Research . This book includes selected articles that document changes in her research approaches and theoretical frameworks. The articles represent the evolution of her thinking about the issue of girls in science as well as her impact on science education. The author's work is placed in the context of science education research at the time of publication, research in education and psychology, and the culture of the times. She pulls back the curtain that often makes the messy work of research seem straightforward and linear to reveal why she did the research and the methodological decisions she faced. She describes the serendipitous nature of some of the work as well as her frustrations in trying to understand data, and struggles to insure that she accurately and respectfully presented the voices of girls and their teachers. The book also includes some of the earliest research in engineering education preceding the focus on engineering practices found in the Next Generation Science and Engineering Standards. Understanding Girls provides insights into why girls may or may not decide to participate in science and engineering and what can be done to increase their participation. It provides evidence that we have increased girls' participation and the challenges that remain to insure that every girl who wants to become a scientist or engineer has the opportunity to do so.

Current school systems create a generation of students who experience institutional practices that honor other students' needs--those students who share the values of those with power--and have pathologized other groups, specifically women of color. (In) Visible Presence intends to contribute to existing pedagogy, which empowers students, teachers, administrators, and policy makers to develop participatory membership in schools and among citizens who can begin to create an anti-oppressive society. (In) Visible Presence contains a holistic, thematic approach to exploring young adult (YA) novels written by women of color, while providing cultural and historical contexts for interpreting and analyzing their work through a feminist lens. Unlike other scholarship, (In) Visible Presence uses a feminist theoretical framework to create a space in which select literary works offer counter-narratives that can be analyzed and critically interpreted according to principles and ideas intended to validate women, thus making their triumph over racism, sexism, classism, and heterosexism and equity challenges a visible cause relegating consequential change for both young girls and women of color. (In) Visible Presence maintains current discourse dialogue through a concentration on the intersectionality of gender, race, and class identities and how these identifiers serve as criteria for privilege and marginalization, even in YA literature. (In) Visible Presence aims to explore YA literature written by women of color represented by African American, Asian American, Indian American, and Latina Americans. Our theoretical perspective focuses on the connection of race, gender, and class that is exclusive to women of color. The construction of "voice" and "space" is important for readers to hear from those once silenced.

This book addresses the topic of science education, from the viewpoint of the theory of radical constructivism. It takes a closer look at the "image of science" that is projected, in the presentation of it to students and to the general public. This leads into a broad discussion of the notions of learning and knowing, specifically referring to issues of epistemology (the nature of scientific knowledge) and ontology (what science can tell us about the world), and the implications of these issues for science education. In particular, a detailed analysis is given of the dichotomy of relativism vs. realism, and its consequences for the concept of truth in science.

Japanese writer Haruki Murakami has achieved incredible popularity in his native country and world-wide as well as rising critical acclaim. Murakami, in addition to receiving most of the major literary awards in Japan, has been nominated several times for the Nobel Prize. Yet, his relationship with the Japanese literary community proper (known as the Bundan) has not been a particularly friendly one. One of Murakami's central and enduring themes is a persistent warning not to suppress our fundamental desires in favor of the demands of society at large. Murakami's writing over his career reveals numerous recurring motifs, but his message has also evolved, creating a catalogue of works that reveals Murakami to be a challenging author. Many of those challenges lie in Murakami's blurring of genre as well as his rich blending of Japanese and Western mythologies and styles--all while continuing to offer narratives that attract and captivate a wide range of readers. Murakami is, as

Student Voice: A Companion to Democracy and Its Discontents serves two primary purposes. First, as the title of the volume suggests, it serves as a companion text to Democracy and Its Discontents: Critical Literacy across Global Contexts (Sense Publishers, 2015). Second, the volume features critical dialogues between emerging and established scholars in the field of critical literacy education, broadly defined. It brings together a collection of essays that speak to the possibilities of taking a critical approach to language and literacy education. The contributing authors draw on their life stories and professional experiences to make a strong case for taking a critical approach to education. They demonstrate that the act of teaching always involves a grappling with the entanglement of social, cultural and political forces. In this sense, education is always a normative and ethical enterprise. The authors featured in this book will encourage readers to re-imagine critical education and its emancipatory potential in an age of neo-conservative and corporate assaults on education. Karyn Cooper is an Associate Professor and Sardar M. Anwaruddin is a PhD candidate in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE) of the University of Toronto.

Model-Centered Learning: Pathways to Mathematical Understanding Using GeoGebra is the first book to report on the international use of GeoGebra and its growing impact on mathematics teaching and learning. Supported by new developments in model-centered learning and instruction, the chapters in this book move beyond the traditional views of mathematics and mathematics teaching, providing theoretical perspectives and examples of practice for enhancing students' mathematical understanding through mathematical and didactical modeling. Designed specifically for teaching mathematics, GeoGebra integrates dynamic multiple representations in a conceptually rich learning environment that supports the exploration, construction, and evaluation of mathematical models and simulations. The open source nature of GeoGebra has led to a growing international community of mathematicians, teacher educators, and classroom teachers who seek to tackle the challenges and complexity of mathematics education through a grassroots initiative using instructional innovations. The chapters cover six themes: 1) the history, philosophy, and theory behind GeoGebra, 2) dynamic models and simulations, 3) problem solving and attitude change, 4) GeoGebra as a cognitive and didactical tool, 5) curricular challenges and initiatives, 6) equity and sustainability in technology use. This book should be of interest to mathematics educators, mathematicians, and graduate students in STEM education and instructional technologies.

Fantasy literature, often derided as superficial and escapist, is one of the most popular and enduring genres of fiction worldwide. It is also--perhaps surprisingly--thought-provoking, structurally complex, and relevant to contemporary society, as the essays in this volume attest. The scholars, teachers, and authors represented here offer their perspectives on this engaging genre. Within these pages, a reader will find a wealth of ideas to help teachers use these texts in the classroom, challenging students to read fantasy with a critical eye. They employ interdisciplinary, philosophical, and religious lenses, as well as Marxist and feminist critical theory, to help students unlock texts. The books discussed include epic fantasy by such authors as Tolkien and Le Guin, children's fantasy by Beatrix Potter and Saint-Exupéry, modern fantasy by Rowling and Martin, and even fairy tales and comic books. The contributors offer provocations, questioning the texts and pushing the boundaries of meaning within the fantasy genre. And in doing so, they challenge readers themselves to ponder these tales more deeply. But through each of these chapters runs a profound love of the genre and a respect for those who produce such beautiful and moving stories. Furthermore, as with all the books in this series, this volume is informed by the tenets of critical pedagogy, and is focused on re-envisioning fantasy literature through the lens of social justice and empowerment. Prepare to be challenged and inspired as you read these explorations of a much-loved genre.

Rooted in diverse cultures and in distinct regions of the world, Indigenous people have for generations created, maintained, and negotiated clear and explicit relationships with their environments. Despite numerous historical disruptions and steady iterations of imperialism that continue through today, indigenous communities embody communities of struggle/resistance and intense vitality/creativity. In this work, a fellowship of Indigenous research has emerged, and our collective intent is to share critical narratives that link together Indigenous worldviews, culturally-based notions of ecology, and educational practices in places and times where human relationships with the world that are restorative, transformative, and just are being sought.

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.

Winner of the Stanislas Julien Prize for 2011 Choice Outstanding Academic Title 2011 The warlord Cao Cao, founder of the Three Kingdoms state of Wei, is most commonly known through the romantic tradition of the novel Sanguo yanyi and other dramatic fictions, which portray him as cruel and vicious. In fact, however, Cao Cao was a fine strategist and politician who restored a measure of order after the political turmoil and civil war that brought the end of Han. The present work offers a detailed account of Cao Cao's life and times, using historical materials and the man's own words from official proclamations and personal poetry. Exceptionally for such a distant time, there is sufficient information in the texts to provide a rounded interpretation of one of the great characters of early China.

This wholeheartedly interdisciplinary book explores the possibility of domain specific cooperation between philosophy and psychology concerning questions on spatial representation. Its leitmotif is the importance of movement in concord with the workings of the body schema. Against the background of embodiment, situatedness, and Susan Hurley's notion of a ninety-degree shift it is spelled out how true, domain specific cooperation between the disciplines can be accomplished. By enriching Grush's naturalistic account of representation (emulation theory) with insights stemming from teleosemantics, the notion of the body schema is clarified and connected to the notion of a nonconceptual point of view. Translating this latter notion into three key capacities allows to draw on insights from neuroscience concerning place cells, head-direction cells, and grid cells. These cell types can be mapped on our key capacities, which shows that the nonconceptual point of view already is apparent on a very low level of analysis. Elaborating on Evans's notion of a travel-based space allows to sketch an account of spatial representation underwritten by the importance of movement and emulation and helps us to grasp spatial content's special framework role. Moreover, it provides a satisfying answer to the question of how a representation of space might be built up that enables higher-level cognition, yet, stands in continuity to sensorimotor research.

Contributions by: A.M. Bolkestein, J.R. de Jong, C.H.M. Kroon, H. Pinkster, R. Risselada

Der Band untersucht den Zusammenhang von Dingkulturen und Traumwelten in interdisziplinärer Perspektive. Gegenstände der Wachwelt finden Einlass in Träume, haben Anteil an deren ästhetischer Repräsentation und verändern den Blick auf die Alltäglichkeit der Dinge. Die Beiträge gehen dem Wechselspiel von Dingen und ästhetischer Traumimagination vom Mittelalter bis in die konsumgeprägte Moderne nach. Die Schwerpunkte liegen auf dem liminalen Charakter der Dinge zwischen Wach- und Traumwelt, dem poietisch-kreativen Potenzial geträumter Gegenstände und dem Traumobjekt als kritischer Reflexionsform verdinglichter Lebenswelten.

Blick ins Buch Seine schwerste Niederlage im Siebenjährigen Krieg erlitt Friedrich II. nicht gegen Österreich und die Franzosen, sondern gegen Russland in der Schlacht von Kunersdorf. Die Überheblichkeit des Preußenkönigs und sein schematisches taktisches Vorgehen drohten zum Untergang seines Staates zu führen. Nur die großen politischen und operativen Differenzen auf Seiten der feindlichen Allianz verhinderten, dass sie den Erfolg ausnutzte. So konnte Friedrich II. den Widerstand in einer aussichtslos erscheinenden Lage fortsetzen und schließlich den Krieg mit ungeschmälertem Territorium überstehen. Mit Willenskraft, Geschick und Glück bewältigte er die letzten Kriegsjahre bis zum Ausscheiden Russlands aus der gegnerischen Koalition und verwandelte so das militärische Desaster von Kunersdorf am Ende in einen moralischen Triumph.

Oberschlesien ist seit langem einer der Hotspots der Migrationsgeschichte: Deutlich mehr als die Hälfte der heutigen Bevölkerung lebt dort erst in der zweiten oder dritten Generation. Andererseits haben viele aus der Region stammende Familien in West- und Mitteleuropa sowie in Nord- und Südamerika ihre Heimat gefunden. Da Oberschlesien außergewöhnlich stark von migrierenden, mobilen Menschen geprägt wurde und wird, lässt sich durch das Prisma des Themas Migration auch die Geschichte der Region selbst in neuen, vielfältigen Facetten darstellen. In diesem Buch richtet sich dabei die Aufmerksamkeit in erster Linie auf die handelnden Menschen, die trotz oftmals fehlender Bildungsmöglichkeiten, Armut und beschränktem politischen Einfluss ihren Weg suchten. Die Migrationsbewegungen, die von Oberschlesien ausgingen und nach Oberschlesien zurückführten, ließen transnationale Räume entstehen und prägten einen dynamischem Wandel unterworfenen deutsch-polnischen Grenzraum.