Browse results

You are looking at 1 - 10 of 62 items for :

  • Just Published x
  • Search level: Titles x
Clear All
Volume Editors: and
Teaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the ‘future of teaching’ represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in both China and the West.
Lonnin, an English dialect word, means a shared and borrowed, unofficial, track. The Lonnin Project is deliberately genre fluid, designed to resist classification by algorithm – an illustrated verse-novel and account of a creative process in which images, objects and texts are mutually affective. A quest for belonging, and the fickleness of recall in a fragile world, affect key characters in the narrative and the hybrid Project, which, in its entirety, explores creative outputs as a reciprocal refinement between image and text, reversing the habit of thought that prioritizes creative writing over art production. Here text is provisional until the visual illustrations are settled. This creative strategy has been relatively unexplored and so provides a useful guide for practice-based researchers, particularly those interested in Performance Writing.

Unusually, the text initially precedes and provokes 3D artworks which claim to belong to characters in the novel. These objects are slowly hand-built from sustainable, repurposed materials to become the antithesis of ‘merchandise’, occupying a mythical realm between the invented world of the story and material reality, where lonnin claims history resides. The objects are then re-expressed as 2D illustrations, refined to become cyanotypes, which subsequently modify the writing that originally inspired them.
Volume Editors: and
In an attempt to foster effective learning for the students, educators and researchers have been examining the complex relations between psychological, biological, sociological, and cultural aspects of the educative process. The common goal is to promote deep learning and maximize the potential of next-generation students in constructing knowledge, understanding, supporting, and advancing skills in their chosen fields. In the past decades, scientists and educational researchers are developing a new understanding of how the brain works and gaining knowledge of brain research that can transform how they teach in class. Recent discoveries in non-invasive brain imaging and cognitive neuroscience are providing fresh perspectives and mechanisms of learning. The chapters in this book will portray theoretical frameworks, thought-provoking ideas, and promising efforts in framing new science of learning.
This book offers a perspective from the Global South to analysing the Asian higher education ranking system. The narratives and major debates on world university rankings is examined and discussed to provide critical perspectives on the social implications of rankings for Asia. Specifically, the implications of the Quacquarelli Symonds (QS) world university rankings are analysed to gain insights into the usefulness of reputation rankings in addressing social inequality. The analysis provides a blueprint for global politics in rankings to shape policies and the governance of higher education in Asia. 
Historical and Contemporary Accounts
Narrating the pilgrimage to Mecca discusses a wide variety of historical and contemporary personal accounts of the pilgrimage to Mecca, most of which presented in English for the first time. The book addresses how being situated in a specific cultural context and moment in history informs the meanings attributed to the pilgrimage experience. The various contributions reflect on how, in their stories, pilgrims draw on multiple cultural discourses and practices that shape their daily lifeworlds to convey the ways in which the pilgrimage to Mecca speaks to their senses and moves them emotionally. Together, the written memoirs and oral accounts discussed in the book offer unique insights in Islam’s rich and evolving tradition of hajj and ʿumra storytelling.

Kholoud Al-Ajarma, Piotr Bachtin, Vladimir Bobrovnikov, Marjo Buitelaar, Nadia Caidi, Simon Coleman, Thomas Ecker, Zahir Janmohamed, Khadija Kadrouch-Outmany, Ammeke Kateman, Yahya Nurgat, Jihan Safar, Neda Saghaee, Leila Seurat, Richard van Leeuwen and Miguel Ángel Vázquez.
Perspektiven der Philosophie. Neues Jahrbuch eröffnet Forschern, denen die philosophische Begründung des Denkens wichtig ist, eine Publikationsmöglichkeit. Wir verstehen uns nicht als Schulorgan einer philosophischen Lehrmeinung, sondern sehen unsere Aufgabe darin, an der Intensivierung des wissenschaftlichen Philosophierens mitzuwirken. Besonders fördern wir den wissenschaftlichen Nachwuchs und laden ihn zur Mitarbeit ein.

Mit Beiträgen von: Arantzazu Saratxaga Arregi, Artur R. Boelderl, Elke Brock, Angelo Cicatello, Steffen Dietzsch, Christian Fernandes, Jutta Georg-Lauer, Rolf Kühn, Salvatore Lavecchia, Andrea Le Moli, Thorsten Lerchner, Rosa Maria Marafioti, Harald Seubert und Thorsten Streubel.
Der Sammelband bündelt Aufsätze zur literarischen Darstellung von Krankheiten und Mengen.
Die einzelnen Beiträge zielen auf das ästhetische (Erzähl-)Potenzial im Verhältnis dieser beiden Sujets zueinander. Sie nehmen dabei Fragen nach Phänomenen der Ansteckung, der Darstellung von Krankheiten, Versuchen der Ordnung von Menge zur Vermeidung von Krankheitsausbreitung oder dem Verhältnis zwischen Individuum und Menge im Zustand der Krankheit in den Blick. In komparatistischer Anlage durchläuft der Sammelband Stationen der Reflexion über Menge und Krankheit vom Mittelalter bis zur Gegenwart.
Erziehung und ihre Theorie unter der Bedingung der Demokratie
Erziehung ohne Streit ist kaum vorstellbar und das ist - so die überraschende These des Autors - kein Ärgernis. Im Gegenteil: Erziehung kann nur demokratisch sein, wenn Konflikte in der und über Erziehung akzeptiert, im Vertrauen auf eine gewaltarme Austragung riskiert und im öffentlichen und wissenschaftlichen Gespräch reflektiert und repräsentiert werden. Im Buch wird diese Einsicht in den Schriften der erziehungstheoretischen „Klassiker“ Friedrich Schleiermacher und Klaus Mollenhauer aufgespürt. In einer kritischen Lektüre von Hannah Arendts agonalem Politikbegriff bringt der Autor moderne Erziehungstheorien und gegenwärtige Theorien radikaler Demokratie ins Gespräch. Erkennbar wird so, dass moderne Erziehungstheorien über einen demokratietheoretischen Sinn verfügen und Demokratie ohne ihre Erneuerung im Streitgeschehen der Erziehung nicht denkbar ist. Ziel demokratischen Erziehens ist nicht Harmonie, sondern das Eingehen, Ertragen und Erfahren demokratischer Auseinandersetzungen.
Was wir verlieren und was uns bevorsteht