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.

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.

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.

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.

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.

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.