Die Erziehung zu einer aktiven Bürgerschaft

Trying to give a definition of Citizenship Education is a challenging operation: it is characterized by a variety of meanings flowing from Civic Education (related to knowledge and practice about the system of laws, rules, conventions referring to a particular civil community) to Socio-political education (related to the awareness of being part of the system of cultural elements, values, traditions historically produced by the community itself). It would be not be correct identifying Citizenship Education only with elements of Civic Education, as it would restrict its range to formal level of rules and laws, rights and duties. Otherwise, limiting its understanding only on elements of Sociopolitical Education, would offer the risk of investing in cultural similarities, common roots, values homogeneity, that are strong in giving hold on identity, membership, participation, but so exposed to acts of fanaticism, exclusion of diversity, hostility towards minorities. Therefore, it is necessary to assume that Citizenship Education has to be established on problematic integration of the two presented perspectives, thus founding knowledge and practice about the rules of civil society on the system of values and cultural aspects that every single micro-community (and every single individual) recognizes to be source of the rules: a complex system of various elements made of homogeneity and inhomogeneity, similarities and differences in constant modification an dynamic intercommunication.

Sakralität, Demokratie und Erziehung. Auseinandersetzungen mit der historischen Pädagogik Fritz Osterwalders

Bildungsgeschichte ist das Ergebnis wissenschaftlicher Rekonstruktion historischen Materials und der anschliessenden Interpretation der erarbeiteten Quellen, In Bezug zu den Arbeiten von Prof. Dr. Fritz Osterwalder fragen die hier vorliegenden Beiträge nach den Möglichkeiten und Grenzen methodischer und interpretativer Ansätze der Historischen Pädagogik. Thematisiert werden das Verhältnis von Erziehung und Demokratie, die Problematik pädagogischer Sakralität sowie die These von Kontinuität und Fortschritt innerhalb der historischen Entwicklung von Erziehungsinstitutionen.

Kurtze und deutliche Lebens-Beschreibung der eingefleischten Teufels-Bruth Juden Joseph Süß Oppenheimers, worinnen dessen Geburth, Erziehung, fast unglaubliches Glück und wohl verdienter Fall auf das deutlichste beschrieben wird

von Veramando