Kooperativer Bibliotheksverbund

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Format: 1 online resource (506 pages)

Edition: First edition.

ISBN: 3-476-05948-0

Note: Intro -- Preface -- Contents -- About the Editor and Contributors -- Part I: Theoretical Conceptual Level 1: The Philosophical Perspective -- Philosophical Education Beyond the Classroom: Self-Conceptions, Cooperation Partners and the Question of Compatibility -- 1 Definitions -- 2 Out-of-School Places of Learning -- 2.1 Experiential Education -- 2.2 Historical Determination -- 2.3 Philosophical Education -- 3 Compatibility -- 3.1 Sensuality, Movement, Locality and Thoughtfulness -- 3.2 The Principle of Wholeness and the Essence of Philosophical Education -- 3.3 Philosophical Reflection as a Service to Experiential Education and an Asset for Out-of-School Learning Places -- 3.4 Methodological-Practical Level -- 4 Summary -- References -- The Philosophy of Place and the Place of Philosophy -- 1 Where Are We when We Think? -- 2 The Context of the History of Philosophy -- 2.1 Antiquity: Topos and Chora -- 2.2 Modernity: Loss of Place -- 2.3 Resurgence of Place in Phenomenology -- 3 Some Core Ideas of a Philosophy of Place -- 3.1 Place and Space -- 3.2 Topography and Triangulation -- 4 Placedness as a Condition of Human Existence: A Conclusion -- References -- Peripatetic Philosophizing -- 1 Introduction -- 2 What Is Peripatetic Philosophizing? -- 3 Peripatetic Philosophizing as a Contemporary Form of Learning and Teaching -- Peripatetic Rules -- 4 The Four Pillars of Peripatetic Philosophizing -- 4.1 Tradition -- 4.2 Cognition -- 4.3 Locomotion -- 4.4 Situation -- 5 Conclusion -- 6 Current Developments and Outlook -- References -- Education in the Medium of Aesthetics. The Topicality of Schiller´s Theory of Aesthetic Education in the Age of Digitalisation -- 1 Schiller´s Social and Cultural Criticism as a Motif of His Aesthetic Theory -- 2 The Antinomies of Modernity and the Compensatory Effect of Art -- 3 Schiller´s Theory of Taste Formation. , 4 The Topicality of Schiller -- References -- Part II: Theoretical Conceptual Level 2: The Experiential Education Perspective -- Adventure Education and School Education -- 1 Retrospection: Between Raphael and Rousseau -- 2 Round View: Kurt Hahn - From Aberdovey to Zimbabwe -- 3 Insight: Adventure Education - Approaches to a Difficult Concept -- 4 Overview: Adventure Education and School Education -- 5 Further Training in Adventure Education -- 5.1 Adventure Education School Trips -- 5.2 The ``Challenge´´ -- 5.3 Games and Learning Projects -- 5.4 Outdoor Education or Outdoor Schooling -- 5.5 Activating Methods -- 5.6 Moving Lessons -- 5.7 Further Training in Experiential Education -- 6 Outlooks -- References -- A Place-Binding Node Map: Phronêsis as Outdoor Learning -- 1 Storage: Unfolding -- 2 Bearing/Charting: Yarn Declared/Unflushed -- 3 Bearing: Outdoor Guide -- 4 Bearing: Adventure -- 5 Bearing: Getting Lost and Maps -- 6 Camp: Kairós-Tópos-Phronêsis -- 7 Stretchers: Practical Wisdom and Outdoor Learning -- 8 Posture: Posture, Balance and Bearing and Outdoor Exercise -- 9 Bearings: States of Matter -- 10 Stretchers: Daring and Risk-Taking Phronêsis as Outdoor Learning -- 11 Winding of the Yarn/Plotting of the Bearings: On the Bobbin and in the Bearing -- References -- Part III: Exemplary Learning Locations 1: Museums, Cultural Institutions and Memorials -- The German Emigration Center Bremerhaven: A Migration Museum as an Extracurricular Place of Learning -- 1 Overview -- 2 The Communication of Migration History -- 2.1 Immersive Mediation: Staging and Virtual Reality -- 3 Change of Perspective: Biographical and Family Narratives -- 4 Educational Programmes -- 5 Cooperation with Philosophical Education -- 6 Outlook -- References -- The Military History Museum of the Bundeswehr in Dresden -- 1 The Architectural Effect in the Permanent Position. , 2 Events -- 3 History of the Bundeswehr/Historical Education -- 4 Educational Showcases -- 5 Importance for Soldiers -- 6 Diversity in the Museum and Educational Offers -- 7 Cooperation with Philosophical Education -- References -- Internet -- Theatre Pedagogy at the Staatsschauspiel Dresden -- 1 The Staatsschauspiel Dresden as an Out-of-School Place of Learning -- 2 Theatrical Philosophizing: An Overview -- 3 Project Example HOOL -- 3.1 Information on the Production -- 3.2 Let´s Go!: Preparatory and Follow-Up Exercises for Theatrical Work -- 3.3 From Impression to Philosophical Questioning -- 3.4 Philosophizing in the Theatre: Playing Theatre in Philosophy Lessons -- References -- Get Excited First: Art, Philosophy and Self-Motivated Learning in the Museum -- 1 Excitement -- 2 Clean Up -- 3 Consider -- 4 Speeches -- 5 Design -- References -- The Zoo as a Place of Learning -- 1 Tasks of Modern Zoological Gardens and Aquariums -- 2 What Is Zoo Education? -- 2.1 Formal and Informal Learning Opportunities -- 2.2 Learning Content -- 2.3 Interdisciplinary Learning Content -- 2.3.1 Interrelationships of Biology, Art, Mathematics and Languages -- 2.3.2 Ethics and Philosophy in the Zoo -- 2.3.2.1 Philosophy Meets Cognitive Research -- 2.3.2.2 The Relationship Between Man and Animal -- 3 Conclusion -- References -- Part IV: Exemplary Places of Learning 2: Social Institutions -- PeerMediation Behind Bars: A Project for Violence Prevention and Constructive Conflict Management in the Juvenile Detention Ce... -- 1 Conflicts Are Everywhere -- 2 The Ability to Deal with Conflict Has to Be Learned -- 3 Constructive Conflict Resolution -- 4 Peer Mediation Training -- 5 Anchoring and Sustainability -- 6 Challenges -- 7 Cooperation with External Partners -- References -- Hospice Is Not a Place, but an Attitude -- 1 The Hospice Idea -- 2 The ``Learning Hospice´´ Project. , 2.1 Learning Hospice I: Give Me a Little Bit of Security//Hospice Projects for Children and Young People -- 2.1.1 First Aspect: Voluntary Work -- 2.1.2 Second Aspect: Diverse Living and Social Spaces -- 2.1.3 Third Aspect: No Project According to a Pattern: Dynamic and Individual -- 2.1.4 Heart and Attitude Formation -- 2.2 Hospice Learning II: Hospice in School//A Concept for Pupils of the 3rd and 4th Grade -- 2.2.1 Excursus: Didactics and Methods of Hospice Makes School -- 2.3 Learning Hospice III: Finally: Dealing with Dying, Death and Mourning: A Concept for Students in Grades 9 to 13 -- Student Quotes -- 2.4 Hospice Learning IV: Life, Dying, Death and Mourning in Schools/in-Service Training for Educators -- 2.5 Opening up New Spaces for Children and Young People -- 2.5.1 A Day in the Hospice -- 3 Hospice: A Topic for the Curricula? -- 3.1 Also a Possibility: Social and Professional Internships -- 4 To Carry the Hospice Idea Out into Life -- 5 Further Information -- 5.1 Hospice Learning/Hospice Makes School -- 5.2 Give Me a Little Bit of Security//Hospice Projects for Children and Young People -- 5.3 Finally: Dealing with Dying, Death and Mourning//A Project Lesson for Students in Grades 9 to 13 -- 5.4 Life and Dying, Illness and Death in Schools/Seminars Offered by the German Children´s Hospice Academy for Teachers and Pe... -- References -- Pro Familia: Ethical-Philosophical Aspects of Sexuality Education -- 1 Sexuality: More than Sex -- 2 pro familia: Self-Determined Sexuality as a Human Right -- 3 Ethical Issues in Sexuality Education Work -- 3.1 Ethical-Philosophical Questions in the Cultural-Social and Political Dimension -- 3.2 Ethical-Philosophical Questions in the Personal Dimension -- 3.3 Ethical-Philosophical Questions in the Interpersonal Dimension -- 4 Methodical Implementation of Sexuality Education on Philosophical Questions. , 4.1 Exercise on Language Skills -- 4.2 Exercise on Boundary Perception -- 4.3 Exercise for Self-Reflection -- 5 Attitude and Working Methods of the Educators -- References -- The ``Clemens Winkler´´ Support Centre and the Inclusion of Project Work and Extracurricular Places of Learning -- 1 The ``Clemens Winkler´´ Support Centre -- 2 Offers and Programmes -- 2.1 ``School Without Racism: School with Courage´´ -- 2.2 ``What´s History to Me?´´: All-Day Offer for Pupils in Classes 5 and 6 -- 2.3 Jewish Life in Saxony: Class 6 Ethics Lessons in Cooperation with the Association HATiKVA e. V., Dresden -- 3 Requirements for a Cooperation Partner -- References -- Part V: Exemplary Places of Learning 3: Sacred and Meditative Places -- Interreligious Encounter as a Self-Reflexive-Spiritual Experience: Open Mosque Day as Religious Education Practice -- 1 1st ``Open Mosque Day´´ (TOM): An Initiative for Encounters -- 1.1 Mosque Communities (No Longer) as ``Homes Away from Home´´ -- 2 The TOM and the Self-Confidence of Muslims in Germany -- 3 ``Dear Children! Today We Will Visit the Mosque!´´ -- 3.1 The Mosque as a Place of Experience -- 3.2 Possibilities and Limits of the TOM -- 4 Encounter and Education: A Theological Reflection -- References -- Further Reading -- Mosque as an Extracurricular Place of Learning -- 1 The Mosque as a Place of Learning -- 2 Visits to Mosques -- 3 Lesson Preparation for the Mosque Visit -- 4 Cooperation with Philosophical Education -- 5 Summary -- References -- ``Why Doesn´t Your Mosque Have a Cross?´´ The New Synagogue Dresden as an Out-of-School Place of Learning -- 1 ``My House Shall Be Called a House of Prayer for All Peoples.´´ The New Synagogue Dresden -- 2 ``You Can Tell a Jew by His Yellow Star.´´ Learning About It: Potentials for the Development of Competencies in Young People. , 3 ``What Is the Significance of the Synagogue for the People of Dresden?´´ Requirements.

Additional Edition: Print version: Tiedemann, Markus Philosophical Education Beyond the Classroom Stuttgart : Springer,c2024 ISBN 9783476059475

Language: English