Bøger udgivet af Waxmann Verlag GmbH

Das Neue Testament hat die westliche Gesellschaft und Kultur tiefgreifend beeinflusst, aber was wissen wir eigentlich über seinen Ursprung? In welchem Kontext sind die Texte entstanden? Wer war Jesus und wie wurde er zu dem Sohn Gottes? Waren die vier Evangelisten zuverlässige Zeugen? Warum gibt es so viele Ungereimtheiten und Widersprüche im Neuen Testament?Nicht zu glauben erforscht die Traditionen und die historische Realität hinter dem Neuen Testament und wirft so ein völlig neues Licht auf die biblischen Geschichten. Das Buch richtet sich an interessierte Leserinnen und Leser, die erfahren möchten, wie diese Texte entstanden sind und wie sie unser heutiges Denken geprägt haben. Dabei adressiert es nicht nur ein Fachpublikum im wissenschaftlichen Kontext, sondern ermöglicht durch seinen Stil auch einer breiteren Leserschaft Einblicke in die text- und literaturwissenschaftlichen Zusammenhänge rund um das Neue Testament.

This volume provides the first introduction to the right to science/STEM education, with contributions from international scholars and experts from organizations, including UNESCO, and from diverse disciplines such as human rights; science education; educational studies; anti-racist and decolonizing pedagogy; feminist and gender studies in science, technology, and engineering; and management and organizational studies. The book offers a thorough grounding in the right to education and its application in the STEM fields. It provides interdisciplinary perspectives that allow for a broad understanding of the human right to science education at all intersectional levels of STEM education and in STEM careers.Based on the Berlin Declaration on the Right to Science Education, adopted at the 1st International Symposium on Human Rights and Equality in STEM Education (October 2018), this volume suits as a textbook for university courses at the undergraduate or graduate level. It will also prove extremely valuable to researchers from a range of disciplines but, in particular, those interested in human rights, education, science/STEM education, as well as practitioners, program and curriculum developers, policy makers, educators, and, of course, the interested public.

Voices from the Classroom illustrates that teachers have a leading voice in the policies that impact their students and the profession of teaching. The aim is to provide a rich and broad view of the impact of inquiry in the classrooms, from primary to higher education, and to provide a window into the perspective of teachers. Voices from the Classroom allows us to advance this mission by identifying and then turning educators' ideas into action. The publication includes chapters on issues ranging from dyslexic students' geospatial abilities to teachers' differential behaviours related, student characteristics and the experiences of refugees with bullying in the educational space.  All the contributions published in this book emerged from real classrooms: our teachers and researchers conducted their research by drawing on their experience as educators. We believe that these insights into everyday classrooms, and the issues affecting them, are crucial to making teaching and learning better. We hope they can help drive real, positive change for students and teachers.

Music has the universal power to move individuals, peoples and societies. Music is one of the most important signifiers of cultural change. It is also most significant for youth movements and youth cultures. While Islam has a historically and traditionally rich culture of music, religious controversy on the topic of music is still ongoing. However, young Muslims in today's globalised world seek pop cultural tools such as music, and particularly hip hop music, as way of exploring and expressing their manifold identities, whilst challenging Islamophobia, stigma and racism on the one hand and traditional and religious challenges on the other hand. In this volume, following an international Conference with the same Title, scholars and young academics from a variety of disciplines seek to explore and highlight the phenomena surrounding the two, somewhat artificially separated, realms of music and religion. The contributions not only look into different genres of music, from Tunisian metal over German female hip hop to Egyptian folk, but take the reader on a journey from continent to countries to cities and rural areas and thus give space and time to a widely neglected area of research: that of Muslim popular culture and young Muslims.

1968, 69, 70 - diese Jahre stehen nicht nur für globale Umbrüche und für Prozesse gesellschaftlicher Liberalisierung und kulturellen Wandels, sondern markieren in der Geschichte volkskundlicher Kulturwissenschaft eine Periode der Revolte und Reform. Spätestens auf der Detmolder Arbeitstagung, zu der sich die Deutsche Gesellschaft für Volkskunde (dgv) vom 22. bis 27. September 1969 versammelt hatte, eskalierten die Debatten um Herkunft, Selbstverständnis und Zukunft des Fachs. Der vorliegende Band rekonstruiert die Ereignisse von Detmold 1969 aus Quellen und Erinnerungen und nimmt auch die dabei relevanten internationalen Horizonte der Anthropologien in den Blick.

In 1999, the year when the Bologna declaration was signed, the foundation of the European Network of Teacher Education Policies (ENTEP) was proposed by the Portuguese Minister of Education to his Colleagues in the European Union Member States. "Teacher Education - The Bologna Process and the Future of Teaching" reflects current challenges of Teacher Education in Europe based upon these 20 years of development. The Bologna process has become a crucial reference point for the modernization in higher education institutions. ENTEP, as European network of policy makers and researchers, has been working along these lines and has always sought to bring to fruition its vision for a European Higher Education Area (EHEA), where Teacher Education has a special place in the European landscape.In this volume, ENTEP members from different countries cover fundamental questions of teacher education in the European Higher Education Area. They discuss crucial aspects like fundaments, Initial Teacher Education, lifelong learning, evaluation, policy making, research and efforts to build bridges into the future. Thus, the book might serve as a starting point for discussions about future roles of teachers in Europe on different levels towards a European development of teacher professionalism.

With this book we present a selection of articles that critically deal with (internationally comparative) large-scale assessments. We acknowledge that studies such as PIAAC are often designed, financed and implemented on the basis of neo-liberal worldviews. Nevertheless, we would like to use the articles that are presented here to show the various ways in which adult and continuing education can benefit and learn from the knowledge that they generate. In PIAAC, for example, there are huge differences between the surveyed variables and the theoretical frameworks on literacies and literacy practices that the New Literacy Studies (NLS) have brought out. This book features eleven articles, which - with the NLS's theoretical considerations and points of criticism in mind - find new and alternative evaluations and interpretations of the data. Not only can they show effects of marginalization on a large scale, but the data can also provide information about mechanisms of power in relation to literacy and basic competencies.

Theatre scholars and musicologists from Russia, Poland, Hungary, Romania, the Czech Republic, Austria and Germany came together in spring 2017 at the Center for Popular Culture and Music for a symposium, where they discussed for the first time the topic "Popular Music Theatre under Socialism: Operettas and Musicals in the Eastern European States 1945 to 1990". This involved general questions such as: Did the uniform (prescribed) worldview lead to identical plays, or are there - in spite of a transnational ideology - national specific differences? And what did these differences possibly look like? The authors of this volume describe the phases of development, the national Productions went through, and what influence the import of plays from abroad had on it, whether from the "fraternal socialist countries" or the "capitalistic West". They examine the government guidelines for authors and composers over the decades. Who were the most important authors and composers? Was there any "socialist operetta", any "socialist musical"? And what political, social and ideological topics were negotiated on stage? The volume demonstrates the importance of a topic that has so far received little attention in research on European theatre and music history.

This international anthology aims at researchers and practitioners interested in the dynamic developments of research on higher education teaching and learning in Europe and beyond. It includes ten chapters covering a wide array of topics and methodologies used by researchers in the Special Interest Group 'Higher Education' (SIG4) of the European Association for Research on Learning and Instruction (EARLI). The volume consists of three main sections: the first section includes three chapters addressing different practice- and research-based challenges related to students' transitions into higher education and their teaching internship. The following four chapters investigate the assessment and development of students' study paths and skills in a variety of disciplines. The final three chapters present research on student emotions and cultural perspectives, including mixed and multi-method empirical approaches. A key text for those keeping up with the current advances in the field.

The Title of this book 'When the Cemetery Becomes Political' implies the question: How can the cemetery - a place for the dead - become a space that develops a political dynamic? Scholars from different countries explored such dynamics further in three Conferences - one held in Münster/Germany (2017) and the other two in Nicosia/Cyprus (2018/2019). Ten of the papers presented at these Conferences are compiled in this volume. They investigate how religious heritage is dealt with in multi-ethnic/religious countries like Bosnia-Herzegovina, Cyprus and Lebanon; one of the papers focuses on the fate of Thessaloniki's huge Jewish cemetery destructed during the German occupation of Greece in World War II.Further questions addressed in this book are: Why does one group destroy or desecrate the cemeteries and places of worship of the other group(s) during interreligious or interethnic conflicts? What are the reasons behind such extreme actions, and what is the purpose of such acts of destruction? The book gives insights into the complex and complicated interaction between religion and politics - and thus contributes to the discussion of a hot topic of our times.This book contains papers by Elie Al Hindy, Dima de Clerck, Lisa Dikomitis with Vassos Argyrou, Ziad Fahed, Thorsten Kruse, Leon Saltiel, Petros Savvides, Theopisti Stylianou-Lambert with Alexandra Bounia, Theodosios Tsivolas and Zeljana Tunic.

This publication is the result of an international and interdisciplinary expert meeting at Technische Universität Berlin, in March 2020. The aim of the expert meeting was to collaboratively write and publish a book, within five days, on the central question: Which organizational structures and processes at universities support a strategic as well as innovative campus development?As experts with an interdisciplinary background including the social sciences, public real estate, urban planning, architecture and landscape architecture, we could examine the question from a holistic perspective and gain new insights.The resulting manifesto states necessary steps and strategies to create innovative and sustainable hybrid environments for universities. It addresses all decision makers - executives, practitioners and Contributors alike - as all of us face the challenge of limited resources and needing to do more with less.

The increasing use of technology in our lives requires not only the qualification of young professionals through vocational training in order to maintain innovation and technical and societal progress, but also a technical education "for everyone", so as to cope with these environments and to become a society with technology literacy. A lack of technology activities may not only result in a "technology illiteracy", thus making a responsible participation in social life more difficult, but also has an impact on identity development. Against this background, technology education is getting important and has an impact on various aspects of the personality, e.g. skills, knowledge and interest in technology, which initiate lifelong learning.With the combination of articles, the editors of Technology Education Vol. III want to give an insight into international approaches of technology education and its impact. Nine authors, respectively teams of authors from various countries present their educational Setting and the impact it has for the personality development in technology.

This book addresses the link between visual literacy - people's ability to interpret and skillfully use images - and art museums. Art museums invite you to look at objects in different ways. They stimulate your visual curiosity, give you visual satisfaction, and allow the visual to merge with other sensory experiences. All of this makes art museums potentially the ideal learning environments for acquiring visual literacy skills. But how should an art museum stimulate visual literacy in practice? How can it actually become such an ideal learning place? How can it spark visitors' visual literacy and increase their knowledge about it? In this book a wide range of authors from different parts of the world offer their answers. As researchers, curators and educators they provide crucial theoretical insights and reflect on real-life examples.

This volume offers a selection of articles developed from the SIEF (International Society for Ethnology and Folklore) congress 2017 in Göttingen which all focus on the topic of dwelling. How are ways of dwelling imagined, conceptualized, narrated, crafted, materialized, put in practice, represented in artwork, transformed and challenged? What is the role of mobility and migration, memory and creativity, hopes and fears when individuals and groups make their homes? What epistemological and methodological grounds do ethnologists, folklorists and specialists from neighbouring disciplines use to grasp the concept of dwelling? The articles include aspects of buildings and atmospheres, personal migrant objects in transnational living contexts, the role of objects in artwork, the importance of specific places and quarters for residents, traumatic memories of victims and their relatives, dwelling and old age, a historical overview of the construction of concepts of home and some fundamental anthropological considerations linked with dwelling.

This book is aimed at an international readership. Friluftsliv is a Norwegian form of living outdoors in harmony with nature. The book demonstrates how friluftsliv is central to Norwegian social and cultural practices in the outdoors. The purpose of this book is to provide you with knowledge, ideas and perspectives that can enhance your understanding of nature and help make your stay in nature more purposeful and meaningful. Key themes addressed throughout the book include:. Friluftsliv as a social and cultural phenomenon. Friluftsliv as an educational approach. Nature guiding and leadership in nature. Outdoor adventure education. Friluftsliv activities

Fortwährend steht die Bildungsforschung vor der Herausforderung, Möglichkeiten und Grenzen des Wissenschaft-Praxis-Transfers aufzuzeigen. Dieser Tagungsband der Sektion Empirische Pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB) und des Bundeszentrums für Professionalisierung in der Bildungsforschung (BZBF) greift diese Thematik auf und präsentiert nationale und internationale Beiträge, die sich diesem Spannungsfeld aus unterschiedlichen Disziplinen und Perspektiven zuwenden. Damit soll ein weiterer konkreter Beitrag der Bildungsforschung an der Schnittstelle von Wissenschaft und Praxis geleistet werden.

Die Islamische Religionspädagogik geht mit ihren eigenen fachwissenschaftlichen und -didaktischen Ansätzen und Methoden auf die politischen, gesellschaftlichen und wissenschaftlichen Herausforderungen der Gegenwart ein. Das religiöse Wissen des Islams wird in diesem Sinne mithilfe plausibler, islamisch-theologischer Ansätze für den sozialen und kulturellen zeitgenössischen Kontext erschlossen und erneuert.Darüber hinaus werden fachdidaktische Methoden für die Erziehung und Bildung von muslimischen Kindern und Jugendlichen dargelegt mit dem Ziel, nicht nur konstitutiv zu ihrer Identitätsbildung beizutragen, sondern auch zur (Weiter-)Entwicklung der Normen und Werte einer offenen, freiheitlich-demokratischen Gesellschaft zu verhelfen.Dieser Band zielt nicht nur mit Blick auf Theologie und Theorie, sondern darüber hinaus auch in Bezug auf Praxis und Empirie darauf ab, jenen zu helfen, die sich in verschiedenen Handlungsfeldern der Erziehung und Bildung muslimischer Kinder und Jugendlicher widmen. Die Autorinnen und Autoren beschäftigen sich in ihren Beiträgen mit insgesamt vier Schwerpunkten: dem islamischen Formationsprozess, der Kompetenzbildung im Islamischen Religionsunterricht, empirischen Ansätzen zum Thema islamische Bildung und Erziehung sowie mit globalen Herausforderungen und neuen Perspektiven auf die Islamische Religionspädagogik.Der Band möchte einen Beitrag leisten zur Weiterentwicklung der Islamischen Religionspädagogik im europäischen Kontext.