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621	The Use of Children’s Books as a Vehicle for Ideological Transmission Schneider, Chad Curtis 08 September 2009 (has links) No description available. American Literature American Studies Comparative Literature Education Education History Educational Theory Elementary Education Gender Language Arts Literacy Literature Philosophy Teaching education pedagogy Dr. Seuss Theodor Geisel ideology and pedagogy children's books and ideology children's literature moral education heterosexism postructuralism African American
622	Reaching the unreached Sudan Belt : Guinness, Kumm and the Sudan-Pioneer-Mission Sauer, Christof, 1963- 11 1900 (has links) This missiological project seeks to study the role of the Guinnesses and Kumms in reaching the Sudan Belt, particularly through the Sudan-Pionier-Mission (SPM) founded in 1900. The term Sudan Belt referred to Africa between Senegal and Ethiopia, at that period one of the largest areas unreached by Christian missionaries. Grattan Guinness (1835-1910) at that time was the most influential promoter of faith missions for the Sudan. The only initiative based in Germany was the SPM, founded by Guinness, his daughter Lucy (1865-1906), and her German husband Karl Kumm (1874-1930). Kumm has undeservedly been forgotten, and his early biography as a missionary and explorer in the deserts of Egypt is here brought to light again. The early SPM had to struggle against opposition in Germany. Faith missions were considered unnecessary, and missions to Muslims untimely by influential representatives of classical missions. The SPM was seeking to reach the Sudan Belt via the Nile from Aswan. The most promising figure for this venture was the Nubian Samuel Ali Hiseen (1863-1927), who accomplished a scripture colportage tour through Nubia. Unfortunately, he was disregarded by the first German missionary, Johannes Kupfemagel (1866-1937). When the SPM failed to reach the Sudan Belt due to political restrictions, Kumm and the SPM board were divided in their strategies. Kumm planned to pursue a new route via the Niger River, seeking support in Great Britain rather independently. The SPM, holding on to Aswan, dismissed Kumm, and began to decline until it made a new start in 1905, but for a long time remained a local mission work in Upper Egypt. The Sudan United Mission however, founded by the Kumms in 1904, did indeed reach the Sudan Belt. An analysis of the SPM reveals its strengths and weaknesses. The SPM grew out of the Holiness movement and shared the urgency, which made faith missions successful, but also was the SPM's weakness, as it suffered from ill-preparedness. The SPM innovatively gathered together single women from the nobility in a community of service for missions under its chairman, Pastor Theodor Ziemendorff (1837-:1912). / Christian Spirituality, Church History and Missiology / D.Th. (Missiology) Missiology Mission history--Protestant Interdenominational faith missions Sudan-Pionier-Mission Sudan-United-Mission Africa Sudan Belt Egypt Aswan Nubia Germany Hessen-Nassau Wiesbaden Osterode am Harz Great Britain United States of America Missionary biography Henry Grattan Guinness Lucy E. Guinness H. Karl W. Kumm Theodor Ziemendorff Samuel Ali Hiseen Gustav Warneck Missionary objectives Female missionaries Indigenous missionary workers Missionary methods Missionary cooperation Missionary conflicts Mission among muslims Missions -- Theory Women missionaries -- Sudan (Region) Missions -- Sudan (Region)
623	Klavírní tvorba polských skladatelů po Chopinovi / Piano Composition by Polish Composers after Chopin Strzelecka, Milena January 2018 (has links) The aim of the diploma thesis is to bring information about Polish famous composers after Chopin. The work contains an overview of life, work, and describes individual examples of piano and composer work. We look at the styles and character of Polish pianists together in selected parts of the compositions
624	Nationalism i fredens tjänst : Svenska skolornas fredsförening, fredsfostran och historieundervisning 1919-1939 Nilsson, Ingela January 2015 (has links) The overall aim of this thesis is to contribute to the field of research that examines the relationship between peace efforts and nationalism. The relationship will be studied from perspectives of educa- tional history and history didactics. More precisely, by focusing on history education, this disserta- tion will analyse the demands for a comprehensive peace education in schools that were put forward by a long list of actors in the Western world during the interwar period, and as such discuss to what extent, and in what ways, nationalism influenced the content and design of this peace education. The main theoretical framework of this thesis is the concept of nationalism, and the position of nationalism as a hegemonic ideology during the first half of the 20th century. Another central un- derstanding is the assumption that the educational system, specifically history education, played a central role in creating, maintaining and strengthening collective identities as well as the prevailing ideological hegemony. The empirical investigation has been limited to studying the demands and ideas presented by Nordic peace educators, mainly The Swedish School Peace League (SSF), regar- ding peace-educating history teaching. As such, the empirical aim has been to investigate the SSF’s views on the relationship between nationalism and peace education, i.e., how internationalism and pacifism were to be taught, as well as how this understanding affected the League’s ideas regarding history teaching. The results have also been analysed from a gender perspective, based on the as- sumption that contemporary notions of gender in relation to nationalism, war and peace in different ways had an impact upon the content and format of the proposed peace education. The study shows that the SSF regarded nationalism as the very foundation and prerequisite for any peace education. SSF thus tried to reconcile nationalism, internationalism and pacifism under one and the same ideological approach; “patriotic pacifism”, which in turn strongly influenced the endorsed peace-educating history teaching. Furthermore, the study highlights boys’ central role in the peace education project, which essentially set the long-term goal of creating a new pacifist and internationally oriented male ideal and yet, despite these aims, continued an intimate association with the “national”. Key concepts in SSF’s peace education were unite and supplement, and thereby they redefined central meanings of hegemonic nationalism. SSF’s patriotic pacifism and its impact on the association's demands for a peace-educating history teaching can best be described as an “intra-hegemonic counterforce”. / Historia utan gräns: Den internationella historieboksrevisionen 1919-2009 nationalism pacifism internationalism patriotic pacifism peace and war peace education ideological hegemony gender manliness/masculinity collective identity history education the Interwar era history textbook revision nationalism pacifism internationalism patriotisk pacifism krig och fred fredsfostran ideologisk hegemoni genus manlighet/maskulinitet kollektiv identitet historieundervisning mellankrigstiden historieläroboksrevisioner Matilda Widegren Greta Stendahl Herman Söderbergh Elisabet Eurén Theodor Blomqvist Ingvard Nielsen Svenska skolornas fredsförening Nordiska lärares fredsförbund kväkarna Förbundet för kristet samhällsliv IKFF
625	Reaching the unreached Sudan Belt : Guinness, Kumm and the Sudan-Pioneer-Mission Sauer, Christof, 1963- 11 1900 (has links) This missiological project seeks to study the role of the Guinnesses and Kumms in reaching the Sudan Belt, particularly through the Sudan-Pionier-Mission (SPM) founded in 1900. The term Sudan Belt referred to Africa between Senegal and Ethiopia, at that period one of the largest areas unreached by Christian missionaries. Grattan Guinness (1835-1910) at that time was the most influential promoter of faith missions for the Sudan. The only initiative based in Germany was the SPM, founded by Guinness, his daughter Lucy (1865-1906), and her German husband Karl Kumm (1874-1930). Kumm has undeservedly been forgotten, and his early biography as a missionary and explorer in the deserts of Egypt is here brought to light again. The early SPM had to struggle against opposition in Germany. Faith missions were considered unnecessary, and missions to Muslims untimely by influential representatives of classical missions. The SPM was seeking to reach the Sudan Belt via the Nile from Aswan. The most promising figure for this venture was the Nubian Samuel Ali Hiseen (1863-1927), who accomplished a scripture colportage tour through Nubia. Unfortunately, he was disregarded by the first German missionary, Johannes Kupfemagel (1866-1937). When the SPM failed to reach the Sudan Belt due to political restrictions, Kumm and the SPM board were divided in their strategies. Kumm planned to pursue a new route via the Niger River, seeking support in Great Britain rather independently. The SPM, holding on to Aswan, dismissed Kumm, and began to decline until it made a new start in 1905, but for a long time remained a local mission work in Upper Egypt. The Sudan United Mission however, founded by the Kumms in 1904, did indeed reach the Sudan Belt. An analysis of the SPM reveals its strengths and weaknesses. The SPM grew out of the Holiness movement and shared the urgency, which made faith missions successful, but also was the SPM's weakness, as it suffered from ill-preparedness. The SPM innovatively gathered together single women from the nobility in a community of service for missions under its chairman, Pastor Theodor Ziemendorff (1837-:1912). / Christian Spirituality, Church History and Missiology / D.Th. (Missiology) Missiology Mission history--Protestant Interdenominational faith missions Sudan-Pionier-Mission Sudan-United-Mission Africa Sudan Belt Egypt Aswan Nubia Germany Hessen-Nassau Wiesbaden Osterode am Harz Great Britain United States of America Missionary biography Henry Grattan Guinness Lucy E. Guinness H. Karl W. Kumm Theodor Ziemendorff Samuel Ali Hiseen Gustav Warneck Missionary objectives Female missionaries Indigenous missionary workers Missionary methods Missionary cooperation Missionary conflicts Mission among muslims Missions -- Theory Women missionaries -- Sudan (Region) Missions -- Sudan (Region)
626	Christus im Diskurs mit Muhammad - Das Ringen um religiöse Identität: Die Auseinandersetzung der syrischen Christen mit dem Islam anhand ausgewählter Texte des Johannes Damaskenos und des Theodor Abū Qurra Süß, Ina January 2015 (has links) Religion ist für viele Menschen ein wichtiger Bestandteil ihres Seins. Sie identifizieren und definieren sich über ihre Zugehörigkeit zu dieser. Jede konkurrierende Weltanschauung wird dabei meist als Bedrohung angesehen und mehr oder weniger stark in Wort, Schrift oder Tat bekämpft. Besonders die Auseinandersetzung mit dem Islam hat sich in den letzten Jahren drastisch verschärft und führt immer wieder zu heftigen verbalen oder gewalttätigen Angriffen. Das Ringen um Verständigung bzw. Abgrenzung und die damit verbundenen Konflikte und Diskussionen sind jedoch nicht neu, sondern ziehen sich wie ein roter Faden durch die Geschichte. Interessant aus heutiger Zeit ist deshalb die Erschließung der Anfangsdebatte am Entstehungsort des Islams. Auf welche Weise und mit welchen Mitteln setzten sich die unmittelbar von der arabischen Herrschaft betroffenen Christen mit der neuen Religion auseinander? Wie entwickelten sich die Argumentationsmuster in den Anfängen des Religionsdiskurses? Welche hauptsächlichen religiösen Unterschiede wurden wahrgenommen und thematisiert? Anhand einiger Texte des Johannes Damaskenos und des Theodor Abū Qurra soll diesen Fragen auf den Grund gegangen werden. / Religion is an important component of her being for many people. They identify and define themselves over her affiliation to this. Besides, every competing world view is mostly looked as a menace and is fought more or less strongly in word, writing or action. Particularly the discussion with Islam has drastically intensified during the last years and leads over and over again to fierce verbal or violent attacks. Nevertheless, the struggle around notification or demarcation and the conflicts linked with it and discussions are not new, but stretch like a red thread through the history. Therefore, interesting from today's time is the development of the beginning debate in the place of origin of Islam. In which manner and with which means did the Christians immediately affected by the Arabian rule argue with the new religion? How did the argumentation patterns develop in the beginnings of the religious discourse? Which principal religious differences were perceived and picked out as a central theme? With the help of some texts of Johannes Damaskenos and Theodor Abū Qurra should become to these questions on the reason gone. info:eu-repo/classification/ddc/200 ddc:200 info:eu-repo/classification/ddc/270 ddc:270 info:eu-repo/classification/ddc/239 ddc:239 info:eu-repo/classification/ddc/273 ddc:273 info:eu-repo/classification/ddc/281 ddc:281 info:eu-repo/classification/ddc/900 ddc:900 info:eu-repo/classification/ddc/956 ddc:956 Islam; Christentum
627	Technik und Bildung in der verwissenschaftlichten Lebenswelt Lumila, Minna 02 June 2023 (has links) Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective. Seinsphänomenologie Sprung Sein Subjekt-Objekt-Differenz Überwindung des Subjekt-Objekt-Schemas Rationalität Überforderung des Rationalen Weltoffenheit Weltoffenheit des Menschen unhintergehbare Lebenswelt Metaphysikkritik abendländische Metaphysik neuzeitliche Metaphysik Seinsvergessenheit certitudo veritas aletheia Menschenzentriertheit Gegenstand Gegenständlichkeit Vergegenständlichung des Seienden Nichtigkeit Mensch als in die Welt Geworfener mundane Kreation des Daseins Mensch als weltbildend Ek-sistenz das Sein den Menschen das Ekstatische des Menschen Vernehmen als Wahrnehmen In-der-Welt-Sein Weltlichkeit des Menschen das Anwesen des Anwesenden Erde Posthumanismus Mensch als ein werdendes Wesen vormoderne Technik handwerkliche Technik poiesis orthotes Technikkritik Bestand Welt als Inventar Bild Meister Eckhart das Ereignis Denken Philosophie ontologische Differenz Posthumanismus Natur zu Kultur Verhältnis von Mensch und Natur Primäre und sekundäre Qualitäten ursprüngliche Lebenswelt transzendentale Lebenswelt Phänomenologie Quantifizierung Entqualifizierung Entsinnlichung Bedeutungsentleerung Edmund Husserl Martin Heidegger Eugen Fink Koexistentialien Arbeit Herrschaft Liebe Tod Spiel Erziehung Erziehung als Beratung Technische Bildung kosmologische Lebenswelt Vielfalt der lebensweltlichen Praxis Fraglichwerden humanistischer Werte Dualismuskritik kosmologische Differenz menschliche Selbstverständigung Lebenslehre Nachdualistische Sozialphänomenologie Ende des humanistischen Menschen Marginalisierung der Welt Krise der allgemeingültigen Leitbilder Erziehung als Beratung Fragegesellschaft Erziehungswissenschaft als Praxistheorie das Wissen als menschliche Möglichkeit techne Fügsamkeit Einfügung Daseinsorientierung verwissenschaftlichte Welt Schöpfertum des Ingenieurs Die kreative Tätigkeit des Technikers Schöpfungskraft des Kosmos Schöpferkraft der menschlichen Freiheit Prinzipielle Unbestimmtheit des Menschen Theodor Litt Umgang Trias von Subjekt-Objekt-Methode antinomische Lebenswelt Mensch-Welt-Verhältnis Pädagogik Unverdrängbarkeit des Umgangs Freiheit der Wissenschaften Segen der Reflexion Umgangshermeneutik Hermeneutik Mit- und Füreinandersein Umgang mit der Natur zwischenmenschlicher Umgang neuzeitliche Rationalität Natur Geist Subjekt Objekt neuzeitliche Produktionsordnung Bildungsbedeutung der Naturwissenschaft Versachlichung des Weltverhältnisses Arbeitswelt Sache Vielfalt der Sinndeutungen Segen der Reflexion gegenständliches Denken rechnende Naturwissenschaft Mittel-Zweck-Relation Ursache-Wirkung-Relation Subjekt-Objekt-Verhältnis Entpersönlichung des Subjekts Formalisierung des Objekts Reflexivität Leiblichkeit Marginalisierung des Menschen Versachlichung des Menschen Mensch als Funktionär Trennung von Ich und Welt Trennung von Natur und Geist Sinnlichkeit Begegnung mit seinesgleichen Verkümmerung des Umgangs leiblich-seelische Totalität Individualität Unmenschlichkeit des Menschen Menschlichkeit des Menschen Selbstentfremdung Antinomie moderner Menschenbildung Selbstbeaufsichtigung Kultivierung des Umgangs Genealogie der modernen Technik Maschinenwelt Geisteswissenschaften Kultivierung von Sinnvielfalt Menschenwissenschaft Wissenschaften vom Außermenschlichen Schutz der Menschlichkeit Zwängen der Produktionsordnung Bildung als Sacharbeit Helmut Schelsky metaphysische Dauerreflexion Absterben des Staates technischer Staat metaphysischer Nihilismus wissenschaftliche Zivilisation Reales Weltbürgertum Spezialgelehrtentum Fachgelehrtentum Sachzwang Freiheit Sachgesetzlichkeiten Offenheit menschlicher Sinnentwürfe Selbstentfremdung des Menschen wissenschaftlich-technische Zivilisation Objektivierung des Menschen Naturzwang Produktionszwang Sachlogik der technischen Zivilisation Bildung durch Wissenschaft jene Freiheit einer offenen Zukunft Verwissenschaftlichung aller Praxis Vergesellschaftung der Wissenschaft Vergesellschaftung der Universität Wissenschaftlichkeit der Technik Mensch als Wissenschaft und als Arbeit Erziehung zur Wissenschaftlichkeit Überwindung der Wissenschaft Bildung als Ermöglichung von Freiheit Vielfalt des Daseins Grenzen wissenschaftlicher Erkenntnis Synthese der Wissenschaften Fragmentierte Produktion des Menschen Sozialwissenschaften Joachim Ritter Mnemosyne Kompensation von Geschichtslosigkeit Gedächtnis historische Lebenswelt Michel Foucault Genealogische Rekonstruktion Friedrich Nietzsche Aktiver Nihilismus Dietrich Benner Negativität Nicht-Affirmativität Praxeologie Malte Brinkmann fragmentarischer Charakter des Menschen Dualismus-Kritik Egon Schütz Anthropologischer Zirkel C. P. Snow Erziehung und Bildung Technik Lebenswelt Verwissenschaftlichte Lebenswelt Lebenswelt als eine kritische Kategorie phenomenology of being leap being subject-object difference overcoming the subject-object schema rationality openness to the world metaphysical critique occidental metaphysics modern metaphysics Forgetfulness of being certitudo veritas aletheia human-centeredness object objectivity objectification of being nothingness mundane creation of existence human being as world-forming ek-sistence the ecstatic of the human being being-in-the-world worldliness of the human being the presence of the present posthumanism human being as a becoming being pre-modern technology poiesis orthotes critique of technology world as inventory image Meister Eckhart the event thinking philosophy ontological difference posthumanism nature to culture relationship between human and nature Primary and secondary qualities original lifeworld transcendental lifeworld phenomenology quantification de-qualification de-sensualisation coexistentials education education as counselling technical education cosmological lifeworld diversity of lifeworld practice questioning of humanistic values critique of dualism cosmological difference human self-understanding post-dualistic social phenomenology end of humanistic human being marginalisation of the world production of human being by human being education as counselling knowledge as human possibility techne existential orientation scientised world creative activity of the technician creative power of the cosmos creative power of human freedom Umgang triad of subject-object method dual of natural sciences and humanities antinomic lifeworld Umgang as a basis for modern education pedagogy resistance of Umgang to ideologies defense of democracy against fascism phenomenological motifs of Theodor Litt hermeneutics being with and for one another nature spirit subject object modern order of production objectification of world relations diversity of interpretations of meaning cause and effect subject-object relationship depersonalisation of the subject reflexivity marginalisation of the human being objectification of the human being the human being as a functionary separation of the I and the world separation of nature and spirit individuality inhumanity of the human being humanity of the human being self-alienation antinomy of modern education genealogy of the modern technology humanities cultivation of multiplicity of meaning human science advisory function of human science protection of humanity reflection death of the state technical state metaphysical nihilism scientific civilisation real cosmopolitanism specialised scholarship human being in scientific civilisation freedom scientific marginalisation of the world openness of human possibilities loss of function of the humanities self-alienation of the human being scientific-technical civilisation objectification of the human being compulsory production education in scientific civilisation fragmented production of human being Mnemosyne memory historical lifeworld active nihilism genealogical reconstruction negativity non-affirmativity praxeology fragmentary character of the human being critique of dualism anthropological circle education (Bildung) technology technical education lifeworld scientified lifeworld lifeworld as a critical category human being as thrown into the world crisis of universally valid values creatorship of the engineer 370 Bildung und Erziehung DF 3000 ddc:370

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