Sebastian Engelmann – författare

Paul Feyerabend was one of the most influential forces that changed the intellectual world in the second half of the 20th century. Based on his intimate knowledge of the history and of the contemporary state of the sciences, his background in philosophy, and his genuine interest in the arts, Feyerabend never missed an opportunity to challenge prevalent views on the sciences and philosophy. Feyerabend’s broad interest in cultural affairs included, of course, questions of education, of the ways people are educated (or: indoctrinated) into scientific beliefs and worldviews. He always was appalled by the ways in which sciences and philosophy are taught as truths and as facts rather than as imperfect, questionable theories or, even better, as practices of searching and philosophizing. His reflections touch on a wide range of pedagogical issues, from questions around the shape of educational theories or the role the sciences play or should play in education to the discussion around educational aims and methods. He proposed a unique and very much enlightening approach that relates him closely to Continental European discussions around Bildung in its broadest sense.This volume explores some of the different educational perspectives to which Feyerabend’s thoughts make a highly original and creative contribution. In each section, different scholars from across the globe who are experts in the relevant fields of educational debates will present and discuss the way in which Feyerabend challenges prevalent and enriches future pedagogical discussions.

Paul Feyerabend was one of the most influential forces that changed the intellectual world in the second half of the 20th century. Based on his intimate knowledge of the history and of the contemporary state of the sciences, his background in philosophy, and his genuine interest in the arts, Feyerabend never missed an opportunity to challenge prevalent views on the sciences and philosophy. Feyerabend’s broad interest in cultural affairs included, of course, questions of education, of the ways people are educated (or: indoctrinated) into scientific beliefs and worldviews. He always was appalled by the ways in which sciences and philosophy are taught as truths and as facts rather than as imperfect, questionable theories or, even better, as practices of searching and philosophizing. His reflections touch on a wide range of pedagogical issues, from questions around the shape of educational theories or the role the sciences play or should play in education to the discussion around educational aims and methods. He proposed a unique and very much enlightening approach that relates him closely to Continental European discussions around Bildung in its broadest sense.This volume explores some of the different educational perspectives to which Feyerabend’s thoughts make a highly original and creative contribution. In each section, different scholars from across the globe who are experts in the relevant fields of educational debates will present and discuss the way in which Feyerabend challenges prevalent and enriches future pedagogical discussions.

This book introduces six pedagogues from the German context to an English-speaking audience, and demonstrates their significant contribution to the field of alternative education. First and foremost, the authors emphasise the importance of understanding the history of education, to realise that in fact what we understand as ‘normal’ today is by no means the only course history could have taken. The quest for alternative ways of schooling goes back to the late eighteenth century, where educational thinkers advocated various approaches in the face of rapid societal change. The chosen six thinkers are not well known in the English-speaking scientific community, and some are even infrequently cited in the German context. In offering an historic and systematic introduction to concepts that can frame Alternative Education in different ways, this book allows the reader to critically reevaluate present forms of education by using the past as a mirror.

This book introduces six pedagogues from the German context to an English-speaking audience, and demonstrates their significant contribution to the field of alternative education. First and foremost, the authors emphasise the importance of understanding the history of education, to realise that in fact what we understand as ‘normal’ today is by no means the only course history could have taken. The quest for alternative ways of schooling goes back to the late eighteenth century, where educational thinkers advocated various approaches in the face of rapid societal change. The chosen six thinkers are not well known in the English-speaking scientific community, and some are even infrequently cited in the German context. In offering an historic and systematic introduction to concepts that can frame Alternative Education in different ways, this book allows the reader to critically reevaluate present forms of education by using the past as a mirror.

Krieg verandert padagogische Verhaltnisse - oft ohne dass diese Veranderungen kritisch reflektiert werden. Das Buch entwickelt eine kritische Analyse der historisch gut dokumentierten und anhand aktueller Beispiele belegbaren machtvollen Eigendynamiken, die eintreten, wenn liberale Demokratien und ihre Erziehungssysteme mit den Herausforderungen des Krieges konfrontiert werden. Es stellt zugleich eine dezidierte Warnung dar, die aufzeigt, wie sich die Voraussetzungen padagogischen Handelns in Kriegszeiten verandern, und ein Pladoyer fur eine liberale Demokratieerziehung und -bildung, die ihren Grundwerten auch unter Bedingungen des Krieges treu bleibt.

Krieg verandert padagogische Verhaltnisse - oft ohne dass diese Veranderungen kritisch reflektiert werden. Das Buch entwickelt eine kritische Analyse der historisch gut dokumentierten und anhand aktueller Beispiele belegbaren machtvollen Eigendynamiken, die eintreten, wenn liberale Demokratien und ihre Erziehungssysteme mit den Herausforderungen des Krieges konfrontiert werden. Es stellt zugleich eine dezidierte Warnung dar, die aufzeigt, wie sich die Voraussetzungen padagogischen Handelns in Kriegszeiten verandern, und ein Pladoyer fur eine liberale Demokratieerziehung und -bildung, die ihren Grundwerten auch unter Bedingungen des Krieges treu bleibt.

This book examines the European discussion about alternative schooling in the 20th century. It refers to a stream of concepts that are often described as New Education, Progressive Education, Education Nouvelle or Reformpädagogik, and discusses a range of different models of alternative schooling. Exploring the works of a range of continental educational philosophers, including Lietz, Blonsky, Kerschensteiner, Freinet, Decroly and Petersen, the book offers a unique insight into texts not yet translated into English. These educational models are presented with regards to the biographical background of the authors; the crucial elements of their construction; the historical interconnections between schooling, society and culture; and finally their connection to today’s discussions in educational sciences. The book will be highly relevant for researchers and advanced students working on the theory, history and practice of schooling, particularly those with a focus on alternative schooling and the philosophy of education.

Der brasilianische Theologe und Kulturwissenschaftler Euler Renato Westphal fragt kritisch nach heutigen Formen der Enteignung und Monopolisierung von Leben. Stichworte hierfür sind "Biopiraterie" oder "Patent-Kolonialismus". Bei genauerem Hinsehen handele es sich bei Teilen des wissenschaftlichen und technologischen Fortschritts um die Fortführung der kolonialen Herrschaft mit anderen Mitteln. Der Fortschritt offenbart darin seine Schattenseiten.Das Buch ist ein wichtiger Beitrag zur Diskussion um die Frage von Theologie als Wissenschaft und ihrer Beziehung zu anderen Wissenschaften, insbesondere Biologie und Angewandte Ethik.Das Werk wurde zuerst auf Portugiesisch unter dem Titel "O Oitavo Dia: Na era da seleção natural" publiziert. Die englische Fassung erschien unter dem Titel "The Eighth Day. In the age of artificial selection. An analysis on the post-modern thought, its esthetic expressions and its scientific practice".[Protestant Orientations in a Postmodern CultureBioethical Challenges and Lutheran Theology]The Brazilian scholar Prof. Dr. Euler Renato Westphal, holder of a chair for systematic theology, analyzes scientific as well as technological progress and opens in this way, against his theological background, an interdisciplinary dialogue on bioethics. The book is an important contribution to the debate on the scientific character of theology and its relation to other sciences, particularly biology and applied ethics. The book was first published in Portuguese under the title "O Oitavo Dia: Na era da seleção natural". The English version appeared under the title "The Eighth Day. In the age of artificial selection. An analysis on the post-modern thought, its esthetic expressions and its scientific practice.

Der brasilianische Theologe und Kulturwissenschaftler Euler Renato Westphal fragt kritisch nach heutigen Formen der Enteignung und Monopolisierung von Leben. Stichworte hierfür sind "Biopiraterie" oder "Patent-Kolonialismus". Bei genauerem Hinsehen handele es sich bei Teilen des wissenschaftlichen und technologischen Fortschritts um die Fortführung der kolonialen Herrschaft mit anderen Mitteln. Der Fortschritt offenbart darin seine Schattenseiten.Das Buch ist ein wichtiger Beitrag zur Diskussion um die Frage von Theologie als Wissenschaft und ihrer Beziehung zu anderen Wissenschaften, insbesondere Biologie und Angewandte Ethik.Das Werk wurde zuerst auf Portugiesisch unter dem Titel "O Oitavo Dia: Na era da seleção natural" publiziert. Die englische Fassung erschien unter dem Titel "The Eighth Day. In the age of artificial selection. An analysis on the post-modern thought, its esthetic expressions and its scientific practice".[Protestant Orientations in a Postmodern CultureBioethical Challenges and Lutheran Theology]The Brazilian scholar Prof. Dr. Euler Renato Westphal, holder of a chair for systematic theology, analyzes scientific as well as technological progress and opens in this way, against his theological background, an interdisciplinary dialogue on bioethics. The book is an important contribution to the debate on the scientific character of theology and its relation to other sciences, particularly biology and applied ethics. The book was first published in Portuguese under the title "O Oitavo Dia: Na era da seleção natural". The English version appeared under the title "The Eighth Day. In the age of artificial selection. An analysis on the post-modern thought, its esthetic expressions and its scientific practice.