Marc Fabian Buck – författare

The first of two volumes dedicated to this little-explored topic, this volume gathers international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. The book thereby challenges the historical concept of Waldorf education as an international movement championing “progressive education.”Spanning the period 1919–1955, this first volume looks at countries with a longstanding tradition of Waldorf schools: Germany, The Netherlands, Norway, Switzerland, Austria, and Finland. The second volume, which covers the period 1987–2004, focuses on more recent developments in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as-yet under-researched field.This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education, as well as practicing teachers and school staff at Waldorf education institutions, may also benefit from the volume.

The second of two volumes dedicated to this little-explored topic continues to gather international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. Both books thereby challenge the historic concept of Waldorf education as an international movement championing “progressive education.”Spanning the period 1987–2004, this second volume focuses on more recent developments in Waldorf education in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifi cations of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as yet underresearched field.This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education as well as practicing teachers and school staff at Waldorf education institutions may also benefi t from the volume.

The first of two volumes dedicated to this little-explored topic, this volume gathers international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. The book thereby challenges the historical concept of Waldorf education as an international movement championing “progressive education.”Spanning the period 1919–1955, this first volume looks at countries with a longstanding tradition of Waldorf schools: Germany, The Netherlands, Norway, Switzerland, Austria, and Finland. The second volume, which covers the period 1987–2004, focuses on more recent developments in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as-yet under-researched field.This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education, as well as practicing teachers and school staff at Waldorf education institutions, may also benefit from the volume.

The second of two volumes dedicated to this little-explored topic continues to gather international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. Both books thereby challenge the historic concept of Waldorf education as an international movement championing “progressive education.”Spanning the period 1987–2004, this second volume focuses on more recent developments in Waldorf education in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifi cations of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as yet underresearched field.This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education as well as practicing teachers and school staff at Waldorf education institutions may also benefi t from the volume.

Zu den wichtigen sozialen Einflussgrößen, die nicht nur die Konstruktion, sondern auch die Realität und Praxis institutionalisierter Kindheit(en) mitbestimmen, gehören, so der Ausgangspunkt und der Gegenstand dieses Bandes, technologische Entwicklungen und die Anwendung und Nutzung von Techniken in der Kindheit für und durch Kinder. Technische Arrangements und Praktiken sind während der Kindheit omnipräsent. In diesem Band werden systematische ethische und erziehungs-, bildungs- und kindheitsphilosophische Fragen diskutiert, die sich im Umgang mit neuen Technologien und Techniken stellen. Hierzu zählen z.B. Fragen der folgenden Art: Wie sind (Neben-)Folgen der Einführung von AI-Systemen in Unterricht und Schule zu verstehen und zu bewerten? Dürfen Eltern die Fotos ihrer Kinder auf Facebook teilen? Welche Möglichkeiten und Fallstricke bietet die Nutzung von Robotern in pädagogischen Kontexten? Welche Rolle spielen neue Technologien bei der Gestaltung des Generationenverhältnisses und für technisch vermittelte und realisierte „Regime der Kindheit“?

Dieser Band fragt nach Gemeinsamkeiten und Unterschieden zwischen Phänomenologie und Pädagogik in historischer, systematischer, praktischer und methodologischer Hinsicht.

Untersucht werden lebensweltliche Differenzerfahrungen, die sich aus der konkreten Praxis und ihren Brüchen ergeben, hinsichtlich bedeutsamer Fragen nach Formen und Orten pädagogischen Handelns, nach Erfahrbarkeit von Anderen und Anderem, nach Verantwortung, Sozialität, Subjektivität und Unbestimmtheit.