Global Citizenship Education

Global Citizenship Education. Building a Planetary World Community in the Anthropocene In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.

Postdigital Pedagogy of Liberation

Postdigitale Pädagogik der Befreiung Der Artikel untersucht den Fall der Demokratie und den Aufstieg des Faschismus in den Vereinigten Staaten und weltweit. Indem diese Trends im Kontext einer viralen Modernität (viral modernity) und allgemeiner an den Schnittstellen zwischen Biologie, Information und Gesellschaft verortet werden, wird nach alternativen kritischen Pädagogiken gegen den Faschismus und allgemeiner in und für unseren postdigitalen Zustand gesucht. Wir fragen, was es bedeutet, eine postdigitale Pädagogik der Befreiung zu operationalisieren, und nennen zwei Beispiele: Joss Winn und Mike Nearys theoretischen Vorschlag der kooperativen Universität und Broiggis Start-up Woolf University, das auf Blockchain-Technologie basiert. Auch wenn beide Beispiele ihre Mängel haben, argumentieren wir, dass diese und andere Experimente dringend benötigt werden, um neue techno-soziale Rekonfigurationen zu entwickeln, die zum Kern neuer postdigitaler Befreiungspädagogiken werden könnten.

Pädagogisches Ethos

Pedagogical Ethos. A Core competence of Pedagogical Actors? The article discusses selected attempts to define a specific pedagogical ethos and to identify it as a core competence of pedagogical action, especially of professionally acting pedagogical actors, but also of pedagogical practice as a whole. It compares Plato’s ›Socratic Eros‹ with Hartmut von Hentigs ›Socratic Imperative‹ and uses the pedagogical ethics of Wolfgang Brezinka, Hans-Jochen Gamm and Klaus Prange to show that attempts at justification outside of pedagogy are not able to capture the core competence of pedagogical action. It develops an outlook on a pedagogical ethos- and tact-research that does not interpret the effectiveness of pedagogical action monocausally, but ties it back to transitions from pedagogical to transformational interaction processes (Bildungsprozesse).

Radikale Demokratiebildung

Radical Democracy Education In the article, the question of the form of democratic education is central. Especially the Anthropocene gives rise to future tasks that must be theorized on the basis of a more radical understanding of democratic coexistence and that require a new form of democratic education. Fundamental to this is a change in the basic epistemological assumptions of democratic education. In the process, interfaces with artistic practices emerge. Ideas of methodical implementations arise in the context of aesthetic practices.