Kersten Reich – författare

In The Sustainable Manifesto, Kersten Reich describes in a concise and memorable way the necessary actions that humans need to take to live sustainably and combat climate change.

Are we sufficiently capable of changing our behaviour towards sustainability? What do we have to do in a more sustainable way, and how? The Sustainable Manifesto considers questions around behaviour-change and action for sustainability and connects this thinking to current research in both the natural and human sciences. Reich begins by addressing the most important risks to sustainability and looks in particular at climate change, biodiversity, land use and global phosphorus and nitrogen cycles. He goes on to identify the main causes that have led to the current crisis: specifically the human desire for expansion, growth in all areas, progress and competitive advantages that have forced consideration of the common good into the background. In this vein, the author highlights how economics and politics are two driving forces for which sustainability is difficult to comprehend, going against their basic principles of a liberal and now neo-liberal expansion of all markets. Finally, Reich demonstrates how sustainability could be possible if we reprioritize our life goals and face the reality of an ecological crisis and the necessary transformation of society in order to save our planet.

Innovative and accessible, this book will be of interest to students and researchers of sustainability, theories of learning, human behaviour, as well as those who are looking for answers on how to fight for a sustainable future.

In The Sustainable Manifesto, Kersten Reich describes in a concise and memorable way the necessary actions that humans need to take to live sustainably and combat climate change.

Are we sufficiently capable of changing our behaviour towards sustainability? What do we have to do in a more sustainable way, and how? The Sustainable Manifesto considers questions around behaviour-change and action for sustainability and connects this thinking to current research in both the natural and human sciences. Reich begins by addressing the most important risks to sustainability and looks in particular at climate change, biodiversity, land use and global phosphorus and nitrogen cycles. He goes on to identify the main causes that have led to the current crisis: specifically the human desire for expansion, growth in all areas, progress and competitive advantages that have forced consideration of the common good into the background. In this vein, the author highlights how economics and politics are two driving forces for which sustainability is difficult to comprehend, going against their basic principles of a liberal and now neo-liberal expansion of all markets. Finally, Reich demonstrates how sustainability could be possible if we reprioritize our life goals and face the reality of an ecological crisis and the necessary transformation of society in order to save our planet.

Innovative and accessible, this book will be of interest to students and researchers of sustainability, theories of learning, human behaviour, as well as those who are looking for answers on how to fight for a sustainable future.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

In dem Buch wird grundlegend erörtert, welche Auswirkungen die Kapitalformen, d. h. ökonomisches, soziales, kulturelles, Körper- und Lernkapital, auf die Chancengerechtigkeit heute haben. In Theorie und Praxis werden vier Formen der Mehrwertbildung für alle Kapitalformen begründet. Damit wird die Theorie von Pierre Bourdieu entscheidend weiterentwickelt.  Chancengerechtigkeit wird im Blick auf die Kapitalformen erörtert. Gesellschaftliche als auch individuelle Risiken in der zunehmenden Kapitalisierung werden umfassend herausgearbeitet und es wird gezeigt, warum der Staat bzw. die Gesellschaft die Chancengerechtigkeit erhöhen sollten und warum und wie die Individuen gefordert sind, eine Kapitalisierung aus eigener Kraft zu leisten oder ihr zu widerstehen. Folgende Fragen werden z. B. diskutiert:

Reicht ökonomisches Kapital für vielfältige Lebenschancen aus? Oder: Warum sind die Bessergestellten in der Chancenübertragung überwiegend bei ihren Kindern erfolgreich und die anderennicht?

Sind soziale Beziehungen und Netzwerke wirklich entscheidend für Erfolge? Oder: Wie geschlossen oder offen sind Eliten für Neuankömmlinge?

Ist heute die kulturelle Bildung noch wichtig genug oder wird sie durch Lernkapital ersetzt? Oder: Tragen nicht gerade die Oberschichten mit ihrem Verhalten dazu bei, dass die kulturelle Bildung immer unwichtiger wird?

Wieso kosten unsere Körper immer mehr Geld? Oder: Warum treffen die Reichen immer die Schönen?

Wie verwandelt die Kapitalisierung das Lernen? Oder: Warum ist in keinem Industrieland der Welt der Schulerfolg so abhängig von der sozialen Lage wie in Deutschland?