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Bildungsphilosophische Öffnungen im Anschluss an Roberto Espositos politisches Denken
In der vorliegenden Studie wird das Werk des italienischen Philosophen Roberto Esposito auf mögliche Anschlüsse an erziehungswissenschaftliche Diskurse untersucht.
Politische wie pädagogische Theorie und Praxis sind darauf angewiesen, zeitweise feste Fundamente anzunehmen und Kontingenz zu schließen. Dies kann heute nur noch im Bewusstsein um die Unmöglichkeit einer Letztbegründung oder universellen Schließung geschehen. Für die Theorie bedeutet das, die Offenlegung von Kontingenz als relevante Aufgabe zu verstehen. Die Analyse ausgewählter Schriften Roberto Espositos zeigt in diesem Sinne, dass dessen zentrale Begriffe sowohl in der politischen Philosophie als auch in der erziehungswissenschaftlichen Theoriebildung von Bedeutung sind: Vom (Im)Politischen führt der hermeneutische Pfad über die Politisierung des Gemeinschaftsbegriffs, die Konzeption eines Paradigmas der Immunität bis zur Affirmativen Biopolitik und einer Dekonstruktion des Personenbegriffs. Von dort aus ergeben sich Denkangebote für bildungsphilosophische Diskurse und exemplarische Handlungsfelder.
Volume Editors: Elizabeth Cavicchi and Peter Heering
These essays draw on recent and versatile work by museum staff, science educators, and teachers, showing what can be done with historical scientific instruments or replicas. Varied audiences - with members just like you - can be made aware of exciting aspects of history, observation, problem-solving, restoration, and scientific understanding, by the projects outlined here by professional practitioners. These interdisciplinary case studies, ranging from the cinematic to the hands-on, show how inspiration concerning science and the past can give intellectual pleasure as well as authentic learning to new participants, who might include people like you: students, teachers, curators, and the interested and engaged public.

Contributors are Dominique Bernard, Paolo Brenni, Roland Carchon, Elizabeth Cavicchi, Stéphane Fischer, Peter Heering, J.W. Huisman, Françoise Khantine-Langlois, Alistair M. Kwan, Janet Laidla, Pierre Lauginie, Panagiotis Lazos, Pietro Milici, Flora Paparou, Frédérique Plantevin, Julie Priser, Alfonso San-Miguel, Danny Segers, Constantine (Kostas) Skordoulis, Trienke M. van der Spek, Constantina Stefanidou, and Giorgio Strano.    
László Moholy-Nagy zwischen Friedrich Schiller und einer Ästhetik der Moderne
Author: Clemens Bach
Der Avantgardekünstler László Moholy-Nagy (1895–1946) hinterließ neben seinen zahlreichen künstlerischen Werken ein umfassendes theoretisches Œuvre, dessen Kerngedanke als kritischer Neuhumanismus lesbar ist: Die Pädagogik der Kunst birgt im Angesicht einer kapitalisierten Welt die Hoffnung auf die Hervorbringung ganzer Menschen zum Zweck einer befreiten Gesellschaft.
Ausgehend von dieser These untersucht die Studie systematisch die Reflexionen Moholy-Nagys und verortet sie zwischen der ästhetischen Bildungstheorie Friedrich Schillers und einer modernen Ästhetik am Anfang des 20. Jahrhunderts. In einer historischen Perspektive werden dabei die für Moholy-Nagy relevanten Referenzquellen rekonstruiert: Konzepte des Bauhauses, der Naturwissenschaft und der Reformpädagogik um 1900 sind in seinen Schriften ebenso aufzufinden wie Aspekte des Anarchismus und Marxismus sowie vielfältiger pädagogischer und philosophischer Positionen.
Editor: Stephen Rowley
European Perceptions of China and Perspectives on the Belt and Road Initiative is a collection of fourteen essays on the way China is perceived in Europe today. These perceptions – and they are multiple – are particularly important to the People’s Republic of China as the country grapples with its increasingly prominent role on the international stage, and equally important to Europe as it attempts to come to terms with the technological, social and economic advances of the Belt and Road Initiative.

The authors are, on the whole, senior academics specializing in such topics as International Relations and Security, Public Diplomacy, Media and Cultural Studies, and Philosophy and Religion from more than a dozen different European countries and are involved in various international projects focussed on Europe-China relations.
Volume Editors: Jennifer Beech and Matthew Wayne Guy
As the recent pandemic illustrated, many folks are only one or two paychecks away from bankruptcy. The economic disparities made starkly clear in the wake of shutdowns have brought home the need for thinking critically about class in ways that many U.S. citizens have traditionally resisted. This collection of memoirs and cultural analyses by established and newer scholars from a variety of disciplines seeks to reintroduce class in sophisticated, yet accessible, ways so that students may increase their critical literacy and consider the power of rhetoric to fight for equitable distribution of income and class power.
Author: Patricia Leavy
Tess Lee is a world-famous novelist. Her inspirational books explore people’s innermost struggles and the human need to believe that there is light at the end of the tunnel. Jack Miller is a former federal agent. After spending decades immersed in a violent world, a residue remains. The night Tess and Jack met, their connection was palpable. She examined the scars on his body and said, “I’ve never seen anyone whose outsides match my insides.” The two embarked on an epic love story. Now in their fourth, blissful year of marriage, one catastrophic event will change everything and push their relationship to the brink. Can Tess move through this new trauma? Will Jack’s need for vengeance destroy their relationship? When trust is violated, can there be forgiveness? In order to find their way through to the end, Tess and Jack will need to go back to the beginning.

Supernova is a novel about walking through our past traumas, moving from darkness to light, and the ways in which love—from lovers, friends, or the art we experience—heals us and helps us learn to forgive ourselves and others. Written as unfolding action, Supernova is a poignant novel that moves fluidly between melancholy, humor, and joy. It can be read entirely for pleasure, selected for book clubs, or used as supplemental reading in a variety of courses in communication, psychology, social work, sociology, or women’s studies/gender studies.
The COVID-19 pandemic interrupted a chaotic political and social landscape within the United States. Its arrival revealed cracks in longstanding neoliberal narratives. In this book, the authors utilize critical theory to analyze the collapse of these hyper-individualistic narratives within the media, in the broad areas of economics, the nuclear family, and authoritarian populism and through the topics of scapegoating China, capitalist class economic messaging, the essential worker, the family under shutdown, the spread of conspiracy theories, and the ideologies of the COVID-19 protests. The book conclude with commentary on the significance of the George Floyd protests and their connection to the pandemic.
Author: Mitch Bleier
Schooling, the most ubiquitous species of formal educational practice, removes learners from the world in which they exist and places them in contrived environments in order to educate them for the world in which they will work, play, and engage in other forms of cultural production for the rest of their time on Earth. While this arrangement seems to work for some, particularly those in academia and policymaking (who make decisions about educating others), it serves many of us somewhat less satisfactorily. This book documents the ongoing journey of a young cheese professional as she navigates the worlds of formal and informal education and the craft and art of cheesemaking. Her self-education is examined as she appropriates available resources in the service of constructing a professional learning program in the world and on the job. As she both succeeds and bumps up against obstacles in the pursuit of a life and a future in uncharted territory, we explore her being and becoming a professional cheesemaker, affineur and cheesemonger.
A parallel story of an emerging educational researcher is examined as he partners with the cheese professional, propelling both of their stories into uncharted territory.
Chapter 2 Cheeseworld Odyssey

Abstract

For most of us, formal education consists of a predictable series of schools and school-related entities that provide us with a general education about the world which we are expected to live in, contribute to, and derive social and material fulfillment from. However, schools often provide a one-size-fits all experience that does not necessarily fit anyone all that well, nor does it prepare most of us for future success. Real learning about the fields that comprise our employment and our interests is constructed in the world and on the job. This chapter is an account of one learner’s efforts to create and follow a dynamic, emergent educational program for herself as a cheese professional. She seeks out, identifies, and appropriates available resources including venues, programs, mentors, and communities as she educates herself in the production, aging, distribution, sale, and consumption of cheese. Her triumphs and challenges in this endeavor are explored and unpacked. Her story is unique and specific to her, but also resonates with anyone following a less-than-strictly-traditional path as they navigate living and working in their chosen fields.

In: Learning in the World and on the Job