Abstract in English Inclusion is a state where the opportunity to understand everything is given naturally. In order to support this idea as well as simply be authentic in this academic work in Inclusion Studies, the following part is an English summary of my Bachelor thesis. Using the English language – understood and spoken by a huge number of today's world population – I would like interested people who do not know German to find an access to the subject of my work. Exchange of competences and culture of relationship – abstract “Exchange of competences as a basis for an inclusive culture of relationship” is the title of my Bachelor Thesis. It means, that interpersonal exchange of abilities and understandings can be a starting point for relationships that are realised and experienced in a way that can be called inclusive (referring to “inclusion”). This work focusses especially on relationships between so-called clients and pedagogues. The thesis consists of four textual chapters from A to D. Part A describes my motivation for this work which is personal experience and presents the leading question – Does a mutual exchange of competences effect an inclusive relationship culture? – and the hypothesis: If competences are exchanged, the relationship 'clientel ⇆ pedagogue' is (on both sides) positively perceived – this feeling and in consequence the relationship itself are giving inclusivity and sustainable effectiveness to the growing process taking place on both sides. Furthermore, the methodology is described in the first chapter. The next chapter is about introducing definitions in order to ensure that the readers will fully understand the key terms and topics which are: relationships; culture and cultures; exchange and balance; competences, resources, potentials; communication; inclusion; science. Chapter C refers to two different kinds of sources in order to support and prove the hypothesis as well as to illustrate the concept. The first part of this third chapter is dealing with models from social sciences like “inclusive learning culture” (A. Zimpel 2012), “cybernEthics” (H. von Foerster 1993), hermeneutics (Joedecke 2013), Empowerment (W. Stark), Children's and Human Rights (J. Korczak; United Nations) and the Cultural-historical psychology (L. S. Vygotsky, A. N. Leontev, A. R. Luria). These concepts are compared and woven together – to be illustrated by authentic examples in the chapter's second part. I have prepared ten written surveys in a narrative style. These interviews’ subjects have been asked to talk about living in a different cultural surrounding that was at first “different” and “new” for them: they were to tell which perceptions and emotions they had? (What helped them to establish relationships to people there? How was it to perform pedagogical tasks as a “not-yet-speaking” person?) In chapter D the connections between all sources mentioned above in form are summed up. In addition, a metaphor is also created, which is called the “cultural bag”: representing the mutual growing process surrounded by the inclusive relationship culture through which the individuals’ competences could expand, the “bag of culture” is a form of container and at the same time transportable – so each part of the relationship can now individually take and use respectively apply in any new situation.

Master Thesis is focused on problems elimination and processes simplification in the purchase and supply chain of the company Sunnysoft. There were several solution variants suggested from which the best one was chosen and has been successfully applied in the company.

Abstract in English Inclusion is a state where the opportunity to understand everything is given naturally. In order to support this idea as well as simply be authentic in this academic work in Inclusion Studies, the following part is an English summary of my Bachelor thesis. Using the English language – understood and spoken by a huge number of today''s world population – I would like interested people who do not know German to find an access to the subject of my work. Exchange of competences and culture of relationship – abstract “Exchange of competences as a basis for an inclusive culture of relationship” is the title of my Bachelor Thesis. It means, that interpersonal exchange of abilities and understandings can be a starting point for relationships that are realised and experienced in a way that can be called inclusive (referring to “inclusion”). This work focusses especially on relationships between so-called clients and pedagogues. The thesis consists of four textual chapters from A to D. Part A describes my motivation for this work which is personal experience and presents the leading question – Does a mutual exchange of competences effect an inclusive relationship culture? – and the hypothesis: If competences are exchanged, the relationship ''clientel ⇆ pedagogue'' is (on both sides) positively perceived – this feeling and in consequence the relationship itself are giving inclusivity and sustainable effectiveness to the growing process taking place on both sides. Furthermore, the methodology is described in the first chapter. The next chapter is about introducing definitions in order to ensure that the readers will fully understand the key terms and topics which are: relationships; culture and cultures; exchange and balance; competences, resources, potentials; communication; inclusion; science. Chapter C refers to two different kinds of sources in order to support and prove the hypothesis as well as to illustrate the concept. The first part of this third chapter is dealing with models from social sciences like “inclusive learning culture” (A. Zimpel 2012), “cybernEthics” (H. von Foerster 1993), hermeneutics (Joedecke 2013), Empowerment (W. Stark), Children''s and Human Rights (J. Korczak; United Nations) and the Cultural-historical psychology (L. S. Vygotsky, A. N. Leontev, A. R. Luria). These concepts are compared and woven together – to be illustrated by authentic examples in the chapter''s second part. I have prepared ten written surveys in a narrative style. These interviews’ subjects have been asked to talk about living in a different cultural surrounding that was at first “different” and “new” for them: they were to tell which perceptions and emotions they had? (What helped them to establish relationships to people there? How was it to perform pedagogical tasks as a “not-yet-speaking” person?) In chapter D the connections between all sources mentioned above in form are summed up. In addition, a metaphor is also created, which is called the “cultural bag”: representing the mutual growing process surrounded by the inclusive relationship culture through which the individuals’ competences could expand, the “bag of culture” is a form of container and at the same time transportable – so each part of the relationship can now individually take and use respectively apply in any new situation.:Inhaltsübersicht "Danke, thanks, dziękuję, gracias, ..." - - - - - 3 A. Einleitung: "Zapraszamy!" - - - - - - 5 1. Subjektiver Erlebenshintergrund als Motivation zu dieser Arbeit 6 2. Leitfrage und Hypothese - - - - - 8 3. Methodik - - - - - - - 9 B. ''Verständnislexikon'': Kernthemen und Begriffsklärungen - 15 1. Beziehungen - - - - - - - 15 2. Kultur – Kulturen - - - - - - 16 3. Austausch und Balance - - - - - 18 4. Kompetenzen, Ressourcen, Potenziale - - - 20 5. Kommunikation - - - - - - 23 6. Inklusion - - - - - - - 24 7. Wissenschaft - - - - - - - 26 Gemeinsames Wörterbuch – Zwischenfazit - - - - 27 C. Schöpfen aus Quellen - - - - - - 29 1. Wissenschaftliche Theorien - - - - - 29 a. "Inklusive Lernkultur": Zimpel - - - 30 b. Kinder können ''s: Mitra, Manske - - - 33 c. "KybernEthik": von Foerster - - - - 37 d. Kulturhistorische Schule: Leont’ev, Lurija, Vygotskij - 38 e. Kinderrechte, Menschenrechte: Korczak, Kerber-Ganse 39 f. Selbstbestimmte Freiheit: Keupp, Freire, Stark - 42 g. Hermeneutik: Jödecke - - - - 45 Zwischenfazit: Ideenflüsse aus wissenschaftlichen Quellen - 47 2. Narrative Aussagen - - - - - - 50 a. Gemeinsame Themen – der Boden des Austauschs - 52 b. Verschiedene Menschen, Meinungen, Möglichkeiten 56 c. Beziehungen wachsen mit Kompetenzen - - 57 d. Unten? Klein? Unkompliziert! - - - - 57 Zwischenfazit: Was Lernen bedeuten kann - - - 59 D. Fusion und Kreation - - - - - - - 61 1. Metapher(n) für das, was eine Beziehung inklusiv machen kann 61 2. Diskussion - - - - - - - 63 a. Gedankenaustausch zu These und Erkenntnissen - 63 b. Diskussion der Methodik - - - - 65 3. Erweiterungspotenzial dieser Arbeit - - - - 67 4. Fazit und Konzeption für Jetzt und Zukunft - - - 68 E. Zusammenfassungen auf Englisch und auf Polnisch - - 72 1. Abstract in English - - - - - - 72 2. Streszczenie po polsku - - - - - 73 Abkürzungsverzeichnis - - - - - - - 75 Verzeichnis der Grafiken - - - - - - - 76 Quellenübersicht - - - - - - - - 77 Anhang (Anlagenverzeichnis und Anlagen) - - - - - 83 Selbstständigkeitserklärung und Kontakt