Das Buch zeichnet die grundstürzende Demontage des Subjekts durch den grassierenden Einfluss der Sozialen Medien, der Künstlichen Intelligenz und des Transhumanismus nach. Ausgehend von einer vielschichtigen Analyse des tradierten Subjektbegriffs wird deutlich, dass das Subjekt nur eine philosophische Fiktion ist. Vor diesem Hintergrund stellt sich die Frage, von welchem Standpunkt aus seiner – im Unterschied zur philosophischen und psychologischen Subjektkritik – unreflektierten und theorielosen Demontage dennoch etwas entgegengesetzt werden kann. Vorgeschlagen wird ein existenzieller Bezug auf das Nichtidentische als Statthalter des individuell Besonderen im Sinne Adornos. Damit werden die klassischen Subjektattribute – Vernunft, freier Wille, Handlungsfreiheit und Autonomie – umgangen, während das Individuelle in seiner Abgrenzung gegen das Allgemeine bewahrt und gerettet wird.

Erzählungen des Glücks und ökonomische Diskurse stehen in einem spannungsvollen Wechselverhältnis. Keineswegs beschränken sich moderne Narrative des Glücks auf eine Sentimentalisierung oder Rationalisierung des Glückserlebnisses. Stattdessen weist die vorliegende narratologische Studie anhand ausgewählter deutscher und britischer Romane der letzten 200 Jahre – von Johann Wolfgang von Goethes Wilhelm Meisters Wanderjahre bis Leif Randts Allegro Pastell – nach, dass der Roman mit innovativen Erzählformen auf das instrumentelle Glückskalkül des Kapitalismus und Neoliberalismus reagiert. Durch eine präzise narratologische und semiotische Lektüre, inspiriert vom New Economic Criticism, gelingt es der Autorin, Entwicklungslinien in der narrativen Gestaltung des Glücks aufzudecken und diese zu ökonomischen Diskursen und Semantiken in Bezug zu setzen.

Alles, was man von Luthers Lehre wissen muss, wird von Norbert Bolz knapp und klar dargeboten. Luther werden keine Widersprüche nachgewiesen und es wird auch nicht auf die Zeitbedingtheit seiner Aussagen verwiesen. Vielmehr geht es um die zentralen Bestandstücke von Luthers Lehre. Und diese Lehre ist einfach. Deshalb wird auch dieses Buch über ihn für jeden verständlich sein. Norbert Bolz bringt Luther gegen den sentimentalen Humanitarismus unserer Zeit in Stellung. Es gibt nämlich keinen schärferen Kritiker des Gutmenschentums als Luther. Der große dänische Protestant des 19. Jahrhunderts, Søren Kierkegaard, spricht in diesem Zusammenhang von christlicher Abhärtung. Er trifft den entscheidenden Punkt, wenn er sagt, Luther lehre einen Glauben für Erwachsene. Und genau das tut der evangelischen Kirche heute Not. Das große Lutherjahr 2017 bietet für das große Umdenken den geeigneten Anlass. Luther hat mit seinem Angriff auf die Kirche das Christentum gerettet. Das heißt aber, dass er auch der katholischen Kirche gut getan hat. Deshalb sollten gerade auch die Katholiken an Luther ein vitales Interesse haben. Und die Unwissenden oder Ungläubigen werden in ihm ihre größte Herausforderung finden.

Ein Buch über den Moment, in dem das Universelle zerbrach – und eine neue Ethik des Denkens entstand, samt einer ganzen Gattung: Theorie. Ausgehend von Barthes, Derrida und Foucault erzählt die Studie eine Problemgeschichte, die unsere Zeit und ihre Debatten weiterhin bestimmt. Sie zeigt, wie in den 1960er Jahren das Universelle als Leitidee seine kulturelle Geltung verlor und sich in drei neue Werte verwandelte: das Singuläre, das Plurale und das Inkommensurable. Drei einzelne Leitsterne, verbunden im Anspruch, Unverfügbarkeit zu erdenken und zu erschreiben. Denn Theorie beginnt, wo Verfügbarkeit nicht sein sollte. Die Arbeit rekonstruiert dieses Ethos in einer feinfühligen Lektüre zentraler Texte und eröffnet einen neuen Blick auf die Postmoderne-Debatten der 80er und 90er Jahre. Zugleich macht sie sichtbar, dass hier ein eigenes Genre des Theorieschreibens entsteht – mit spezifischen Regeln, Ansprüchen, Abgründen, Idiosynkrasien, und blinden Flecken.

Die musikalische Schrift dient nicht bloß zur Repräsentation von bereits bestehenden oder imaginierten Klängen, sondern eröffnet eine Szene des musikalischen Denkens, die durch die vier Dimensionen Operativität, Materialität, Ikonizität und Performativität abgesteckt ist. Damit wird die Szene des musikalischen Denkens wie eine musikalische Schreibszene entworfen. Der theoretische Anspruch des Bandes macht es erforderlich, eine Pluralität von Schreibszenen zu betrachten. Es finden sich neben allgemeinen schrifttheoretischen Ansätzen vor allem Texte, die sich mit Schreibszenen aus verschiedenen Epochen und Kulturkreisen befassen. Die in diesem Band versammelten Beiträge gruppieren sich um sieben Kategorien: Schrift, Performanz, Geste; Materialität, Autograph und Textdynamik; Schrifttheorie und Operativität; Schrift, Mündlichkeit und Erinnerung; Musiknotationen und andere Schriftsysteme; Schrift und Digitalität; Notation und Bildlichkeit.

Whose voices are taken into account in language policy and planning and whose have been ignored or more actively silenced? This is the central question addressed in this book. What are the political and social factors that have helped to create these historical exclusions, in terms of endangerment and loss of traditional languages? What are the global influences on the local landscape of languages and linguistic rights? What are the implications for cultural heritage and identity? In analyzing these questions and reporting on research in an array of countries, the chapter authors also suggest ways forward toward designing more inclusive policies and practices in educational contexts, whether in the context of obligatory schooling or in less formal educational contexts. UNESCO estimates that at least 43% of the estimated 6000 languages spoken in the world are endangered. Such statistics remind us that the linguistic diversity that characterizes the human condition is a fragile thing, and that certain languages need to be cultivated if they are to survive into the 21st century and beyond. The chapters in this volume originated as presentations at the XV World Congress of Comparative Education Societies (Buenos Aires, Argentina, 2013). They represent several global regions, namely Africa, Asia, Europe, and North America. They provide analyses of language policy and politics at the local, regional, national and transnational levels, grass-roots linguistic revitalization initiatives, and the attitudes of minority and majority speakers toward minoritized languages and cultures and towards intercultural and multilingual education programs.

In Transreform Radical Humanism: A Mathematics and Teaching Philosophy, a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author's evolving relationship with mathematics; the philosophies of mathematics; the "math wars"; the achievement gap for Indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula. Foundational to this analysis is a new theoretical framework that envelops an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. This analysis of the data sets results in the emergence of a new theory, the Transreform Approach to the teaching and learning of mathematics, and in the transreform radical humanistic philosophy of mathematics. Within these pages, mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. As the assumed incommensurability of worldviews is challenged, so too new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.

This book presents an international perspective on environmental educational and specifically the influence that context has on this aspect of curriculum. The focus is on environmental education both formal and non formal and the factors that impact upon its effectiveness, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (25 countries and 2 regions in total). The book addresses topics such as: the development of environmental education in different countries, its implementation, the influence of political, cultural, societal or religious mores; governmental or ministerial drives; economic or other pressures driving curriculum reform; the influence of external assessment regimes on environmental education, and so on.

This volume presents distinctive, innovative models of teacher education from Australia, discusses their successful elements and considers possibilities for successful teacher education in the twenty-first century. Each model is couched within the international teacher education concerns of the theory practice nexus, school-university partnerships, reflective practice, and the role of technology. The contributing authors, drawn from different contexts and locations around Australia, each offers research-based perspectives on successful teacher education. Responses to teacher education challenges in rural and regional contexts, metropolitan areas, among low socio-economic populations and Indigenous communities are considered. Ways in which technology, and in particular mobile technology, can be used to support learning across these diverse contexts are illustrated, as is the role of reflective practice to encourage critical reflection for improving teacher learning. Collectively, the authors present a range of directions that can guide the future of teacher education both nationally and internationally, demonstrating that context, partnerships, reflection and technology are critical elements in the provision of successful teacher education.

The possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games - both digital and non-digital - can shape unique learning and literacy experiences for young people today, this book's chapters look at numerous examples that educators can bring into their classrooms today. By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today. Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try. Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.

The possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games - both digital and non-digital - can shape unique learning and literacy experiences for young people today, this book's chapters look at numerous examples that educators can bring into their classrooms today. By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today. Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try. Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.

Western Subanon Grammar is the first ever comprehensive description of Western Subanon, a highly endangered indigenous Austronesian minority language in the southern Philippines. Written by a native speaker and the result of intensive fieldwork, the book's 26 chapters cover the phonological, morpho-syntactic, and discourse properties of the language. Special attention is devoted to the salient grammatical features of Western Subanon, including symmetrical voice, relative clauses, ellipsis, and scope. The volume also makes available numerous examples online through Kaipuleohone, the digital linguistic archive of the University of Hawaii.

The author takes readers on a journey of a large number of issues in designing actual studies of knowing and learning in the classroom, exploring actual data, and putting readers face to face with problems that he actually or possibly encountered, and what he has done or possibly could have done. The reader subsequently sees the results of data collection in the different analyses provided. The author shows how one writes very different studies using the same data sources but very different theoretical assumptions and analytic technique. The author brings his publication experience in very different disciplines-including science education, mathematics education, teacher education, curriculum, applied cognitive science, linguistics, social studies of science, and epistemology-into play to provide readers with way of experiencing research as praxis. The book is organized around six major themes (sections), in the course of which it develops the practical problems an educational researcher might face in a large variety of settings. In Part A, Collecting Data, the author introduces design experiments and ethnographic designs; in Part B, Analyzing Data, finding the right zoom level and focus, cognitive phenomenology, discourse analysis, and conversation analysis constitute the organizing themes. For each theme, the author uses one of his extensive databases to draw on examples, problems, decisions, solutions, and so on. The book was written to be used by upper undergraduate and graduate students taking courses in research design; because of its practical approach, it is highly suitable for those contexts where research methods courses do not exist. The audience also includes professors, who want to have a reference on design and methodology, and those who have not yet had the opportunity to employ a particular method.

In Transreform Radical Humanism: A Mathematics and Teaching Philosophy, a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author's evolving relationship with mathematics; the philosophies of mathematics; the "math wars"; the achievement gap for Indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula. Foundational to this analysis is a new theoretical framework that envelops an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. This analysis of the data sets results in the emergence of a new theory, the Transreform Approach to the teaching and learning of mathematics, and in the transreform radical humanistic philosophy of mathematics. Within these pages, mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. As the assumed incommensurability of worldviews is challenged, so too new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.

Turn your students into scientists who use their knowledge and creativity to solve real-world problems. Each lesson features a step-by-step guide; a summary of recent research; and handouts that are classroom-ready. Learn about the three levels of writing, from a Level 1 quickwrite to a formal, multi-part, Level 3 research paper. Each writing assignment--narrative, persuasive, and informative--includes a detailed rubric that makes grading easy. Students collaborate to contain an outbreak of avian flu, lead a group of people trying to survive under harsh conditions, battle drought in a densely-populated city in the American southwest, research the behavior of animals in the local region, and calculate their own speed, velocity, and momentum. Engaging and demanding, Project-Based Writing in Science helps students to understand and improve the world.

From Small Places: Toward the Realization of Literacy as a Human Right brings together history, theory, research, and practices that can lead to the realization of this right, both in itself, and as a means of achieving other rights. The premise of this book is that this right begins early in life within small places across the world. This idea originates from the words of Eleanor Roosevelt, Chair of the Commission that drafted the Universal Declaration of Human Rights (UDHR): Where, after all, do universal human rights begin? In small places, close to home--so close and so small that they cannot be seen on any map of the world... Unless these rights have meaning there, they have little meaning anywhere. Herein, literacy is viewed as a life-long social process. Literacy includes reading, writing, and new literacies that are evolving along with new technologies. The book includes an examination of the evolution of literacy as a human right from 1948, the time of the writing of the UDHR, to the present. Barriers to the realization of literacy as a human right, including the pedagogy of poverty and pathologizing the language of poor children, are explored. The book also describes theory, research and practices that can serve to dismantle these barriers. It includes research about brain development, language and literacy development from birth to the age of six, and examples of practices and community initiatives that honor, support, and build upon children's language and literacy. Nominated: The 2016 Robert F. Kennedy Book Award, which honors authors whose writing, in illuminating past or present injustice, acts as a beacon towards a more just society.

Whose voices are taken into account in language policy and planning and whose have been ignored or more actively silenced? This is the central question addressed in this book. What are the political and social factors that have helped to create these historical exclusions, in terms of endangerment and loss of traditional languages? What are the global influences on the local landscape of languages and linguistic rights? What are the implications for cultural heritage and identity? In analyzing these questions and reporting on research in an array of countries, the chapter authors also suggest ways forward toward designing more inclusive policies and practices in educational contexts, whether in the context of obligatory schooling or in less formal educational contexts. UNESCO estimates that at least 43% of the estimated 6000 languages spoken in the world are endangered. Such statistics remind us that the linguistic diversity that characterizes the human condition is a fragile thing, and that certain languages need to be cultivated if they are to survive into the 21st century and beyond. The chapters in this volume originated as presentations at the XV World Congress of Comparative Education Societies (Buenos Aires, Argentina, 2013). They represent several global regions, namely Africa, Asia, Europe, and North America. They provide analyses of language policy and politics at the local, regional, national and transnational levels, grass-roots linguistic revitalization initiatives, and the attitudes of minority and majority speakers toward minoritized languages and cultures and towards intercultural and multilingual education programs.

The Teaching Writing series publishes user-friendly writing guides penned by authors with publishing records in their subject matter. Through detailed exercises, exemplars, and a breakdown of the key elements and considerations of personal writing, Faulkner and Squillante provide a lively introduction and guide for writers to the art and craft of personal writing. Their conversational tone about audience, point of view, form, structure, ethics, research, and finding and making time for writing practice is a not-to-miss primer and reference. This book is appropriate for classes focused on poetry, creative nonfiction, ethnography, qualitative research, memoir, narrative inquiThe Teaching Writing series publishes user-friendly writing guides penned by authors with publishing records in their subject matter. Through detailed exercises, exemplars, and a breakdown of the key elements and considerations of personal writing, Faulkner and Squillante provide a lively introduction and guide for writers to the art and craft of personal writing. Their conversational tone about audience, point of view, form, structure, ethics, research, and finding and making time for writing practice is a not-to-miss primer and reference. Writing the Personal invites us all to find our stories and instructs us how to shape them for an audience and for ourselves.

"No one is born fully-formed: it is through self-experience in the world that we become what we are."-- Paulo Freire Diversity in Japanese Education explores 'self-experience' of individual learners and educators in Japan. The word 'diversity' is not limited to one's ethnic background. Here, diversity refers to one's pedagogical experiences and life experiences; to the norms, beliefs and values that impact such relations. These experiences and relations are fluid as they are shaped and reshaped in global and glocal settings. They are also reflected in praxis of English language learning and teaching in Japan. The authors' educational backgrounds vary but they all share the common ground of being educators in Japan. Through being involved in learning and/or teaching English language in Japan, they have witnessed and experienced 'diversity' in their own pedagogical context. The book focuses on shifting critical and reflexive eyes on qualitative studies of pedagogical experiences rather than presenting one 'fixed' view of Japanese education.

Over recent years connective partnerships between educational communities and sectors outside of education have become increasingly popular. One significant reason behind this popularity has the expansion of information and communication technologies which have increased access and provided mechanisms for ongoing connections to be made between differing worlds. But... successful connections that cross cultural boundaries are not easy to establish and even harder to maintain in ways that are mutually beneficial. This book focuses on science and technology connective ventures and the complexity inherent in bringing such worlds together. . The authors have been 'in the business' of developing such connections and this book brings them together to describe how and why making connections can support the science/technology education sector, the technology/science communities, and the wider sociocultural life we all inhabit. A range of illustrative examples of connections-in-action provide an empirical basis from which to explore and gain insight into the issues for and potential of such connective ventures, alongside a rich mix of critical commentary, arguments, cautions and challenges. Five key principles have been distilled from the collective experience and wisdom of the authors, serving to capture that which underpins effective and efficient connective initiatives. Each principle is accompanied by a set of questions that reflect the issues raised and successes illustrated throughout the book. It is hoped these principles and questions will serve to guide people interested in developing, funding and/or participating in future connective initiatives in the fields of science and technology.