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Annuarium Historiae Conciliorum

Internationale Zeitschrift für Konziliengeschichtsforschung

Editor-in-Chief Prof. Dr. Johannes Grohe and Thomas Prügl

Founded in 1969 by Walter Brandmüller and Remigius Bäumer, the journal "Annuarium Historiae Conciliorum" has been published by Ferdinand Schöningh ever since 1971. Since its establishment more than forty years ago, the journal has become the most significant international forum for publications in the field of Council history. "Annuarium Historiae Conciliorum" targets (church) historians, theologians (esp. historians of theology), libraries as well as university institutes.

Archiv für katholisches Kirchenrecht

Mit besonderer Berücksichtigung der Länder deutscher Sprache

The journal "Archiv für Katholisches Kirchenrecht" was founded in 1856. It is the oldest canonist scientific periodical worldwide and it is published in two bound volumes per year a posteriori. In 1993 the journal was awarded with the Premio »Arturo Carlo Jemolo« not only because of its continuity and the abundance of articles but also because of the effort to maintain a constant cultural »aggiornamento« in the publication of mainly canonist writings.

Editor-in-Chief Prof. Dr. Ruth Scoralick and Prof. Dr. Christoph Gregor Müller

Biblische Zeitschrift, founded in 1903, is one of the leading international journals in Biblical Studies. Contributions are published in German, English and French. The primary aim of the journal is to further the understanding of the Biblical texts, both of the Old and the New Testament. Articles focus on philological or text-critical issues, raise questions of historical and cultural contextualisation or concentrate on literary, hermeneutical or theological issues – to name only a few of the relevant aspects. Each volume also contains book reviews to help scholars as well as everyone interested in Biblical Studies to keep informed in the ever-developing field of study.
Lithuanian Historical Studies (LHS) is an academic peer-reviewed English-language periodical journal, published annually by the Lithuanian Institute of History. Its aim is to progress and disseminate historical research on Central and Eastern Europe, with special focus on Lithuania and the neighbouring states. Even though most of the published studies cover political, social, religious, economic and cultural topics, yet the journal welcomes submission of innovative and multidisciplinary research. Besides the scientific articles, the LHS also publishes new or little-known source material, book reviews and notices, abstracts of the defended dissertations in history in Lithuania, and other relevant material. All submissions undergo a rigorous peer review process, based on double-blind refereeing by a minimum of two specialist referees. The accepted articles that were submitted in Lithuanian are translated into English at the journal’s expense.

Vierteljahrsschrift für wissenschaftliche Pädagogik

Im Auftrag der Görres-Gesellschaft

Founded in 1925, the "Vierteljahrsschrift für wissenschaftliche Pädagogik" has been well established for decades as a highly respected forum for debates on educational topics. With its distinct focus on the humanities and cultural studies, the journal sees itself as a medium of communicative dialogue, which is able to highlight its distinctive features in comparison with other sciences and to communicate these based on a theoretical and practice-oriented perspective.
In these attempts to clarify and gain understanding from a theoretical perspective, the major focus is on the way the educational process progresses, on those social, cultural, political and unconsciously effective factors and phenomena that are involved as well as on the participants (in their various different contexts). Against the background of anthropological, educational and theoretical as well as methodological perspectives, performative actions and their staging at the intersection of individual, institution, and society are considered, in order to advance, on the one hand, the understanding of pedagogical heterogeneities, and on the other hand, to develop further educational science knowledge.
Clarifications of empirical diversity that are ideologically critical and profoundly founded on theory are aimed to help to understand and differentiate pedagogical contexts in their complexity.