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Recensione: Robert B. Bańdur, Il rito di benedizione delle campane nella tradizione romana dall’VIII fino al XIII secolo. Studio storico-liturgico-teologico (Studia Anselmiana 190 / Analecta Liturgica 40), Rome 2022
No full textEnglish Linguistic Hegemony and Cultural Detachment in Bangladesh: A Quantitative Analysis
Get PDFThe rapid expansion of English-medium instruction (EMI) has become a defining feature in many post-colonial societies, raising concerns about cultural displacement including Bangladesh. Although EMI in Bangladesh promotes global competitiveness, access to information, international higher-education opportunities, a sense of a global cultural identity and technological literacy, it may also be associated with an increased likelihood of cultural detachment from their local culture. This study investigated the influence of the medium of instruction on the cultural competence of students in Bangladesh. It was hypothesised that cultural detachment would be more pronounced among students enrolled in EMI programmes following Cambridge or Edexcel curricula than among Bengali-medium instruction (BMI, i.e., national curriculum) students. The study compared the cultural competence of 300 participants from six BMI and EMI institutions using a quantitative 5-point Likert-scale survey. The results indicated that EMI was associated with stronger awareness of Western culture and a corresponding detachment from native culture and native cultural knowledge, skills, and language use was lower than among BMI students. This study contributes to debates on Englishlanguage hegemony and its sociocultural consequences and has implications for educational policy and language teaching. The study underscores the need to balance global competencies with the inclusion of local cultural content in EMI textbooks and curricula to advance linguistic inclusion and equity in education
Nature education and biodiversity awareness in children
Get PDFDie Wahrnehmung von Biodiversität als etwas Wertvolles und Erhaltenswertes ist entscheidend für ihren erfolgreichen Schutz. Allerdings lassen sich notwendiges Wissen sowie Einstellung und Werte nicht unmittelbar aus wissenschaftlichen Erkenntnissen in persönliche Wahrnehmung und erst recht nicht in Handlungen übertragen. Um die Herausforderungen der Biodiversitätskrise zu bewältigen, bedarf es jedoch eines stärkeren Bewusstseins für Biodiversität außerhalb von Fachkreisen. Naturvermittlung mit Schulkindern kann hierbei eine wichtige Rolle spielen, da naturpädagogische Methoden auf niederschwellige und spielerische Weise Wissensvermittlung mit positiven persönlichen Naturerfahrungen kombinieren.
In einer Studie mit 368 Schüler:innen im Alter von 10 bis 17 Jahren wurde untersucht, welchen Einfluss verschiedene Naturvermittlungsprogramme auf das Bewusstsein für Biodiversität haben. Hierfür wurden drei Naturvermittlungsprogramme verglichen: für das Sparkling Science Projektes Lebensraum Gründach konzipierte Schulworkshops sowie die beiden Programme Naturerlebnistage und Erlebnisunterricht Insekten des Vereins natopia. Untersucht wurde dabei vor allem die Wahrnehmung, das Wissen, die Einstellung und die Verhaltensbereitschaft der involvierten Schüler:innen im Zusammenhang mit Biodiversität. Die Ergebnisse zeigen, dass sich die Wahrnehmung von Biodiversität nach allen drei untersuchten Programmen verbesserte, während der Einfluss auf Einstellung, Handlungsbereitschaft und Begriffswissen vom Format und Fokus der Programme abhing. Außerdem bewerteten Kinder Biodiversität grundsätzlich positiv, waren jedoch oft nicht in der Lage, den Begriff präzise zu definieren, und setzten ihn häufig mit Artenvielfalt gleich. Zusätzlich zeigte sich häufig eine Diskrepanz zwischen der positiven Einstellung und der in den Fragebögen angegebenen Handlungsbereitschaft.
Diese Unterschiede liefern wichtige Hinweise für die Gestaltung von Naturvermittlungsprogrammen, sodass diese Bildungsangebote künftig noch besser zu einem gesteigerten Bewusstsein für Biodiversität in der Gesellschaft beitragen können.Perceiving biodiversity as valuable and worth protecting is crucial for its successful conservation. However, it is not possible to translate the necessary knowledge, attitudes and values directly from scientific findings into personal perception, let alone action. To overcome the challenges of the biodiversity crisis, greater awareness of biodiversity is needed beyond experts. Nature education with schoolchildren can play an important role here, as it combines in a playful way learning with positive personal experiences of nature.
A study of 368 pupils aged 10 to 17 investigated the influence of various nature education programs on biodiversity awareness. For this purpose, three nature education programs were compared: school workshops designed for the Sparkling Science project Lebensraum Gründach (Habitat Green Roof ), and the two programs Naturerlebnistage (Nature Experience Days) and Erlebnisunterricht Insekten (Insect Experience Lessons) from the association natopia. The main focus was on the pupils’ perception, knowledge, attitude and willingness to act in relation to biodiversity. The results show that the perception of biodiversity improved after all three programs studied, while the influence on attitude, willingness to act and conceptual knowledge depended on the format and focus of the programs. Furthermore, children generally rated biodiversity positively, but were often unable to define the term precisely. They frequently equated it with species diversity only. In addition, there was often a discrepancy between the positive attitude stated in the questionnaires and the willingness to act. These differences provide valuable information for the design of nature education programs, so that in future these educational offers can contribute even better to an increased awareness of biodiversity in society
The Contribution of R&I Programmes to Transition:: Evidence on Transformative Outcomes in the Areas of the Green Transition and the Energy Transition
No full textThis paper examines the role of Research and Innovation (R&I) programmes in driving systemic transitions, with a focus on the Green and Energy Transitions in the EU and Germany. It analyses two major programmes—the 7th Energy Research Programme (Germany) and Horizon Europe Clusters 5 & 6— through a transformative outcomes framework grounded in sustainability transition theory and the multi-level perspective (MLP). Using a mixed-method evaluation approach, the study assesses how these R&I initiatives foster innovation, support niche development, influence regime change, and drive systemic transformation. Findings highlight meaningful contributions to building and expanding niches, yet limited impact on regime destabilisation and institutionalisation. The paper underscores both the potential and limitations of R&I policies in catalysing sustainability transitions, offering insights for programme design, policy alignment, and evaluation practice
Das Auffallendste und Stärkste: Warum Künstliche Intelligenz und Wittgenstein uns dabei helfen können, der Sprache nicht auf den Leim zu gehen
Get PDFDer Beitrag untersucht, wie uns die Sprachphilosophie Ludwig Wittgensteins helfen kann, die Mechanismen unserer Sprache bewusster wahrzunehmen und Missverständnisse zu vermeiden. Zwei Begriffsanalysen zeigen, dass Begriffe wie „Demokratie“ oder „Bewusstsein“ keine festen Definitionen haben, sondern von gesellschaftlichen und historischen Aushandlungsprozessen geprägt sind und ihre Bedeutung erst durch den konkreten Sprachgebrauch erhalten. Generative KI wie ChatGPT zeigt, dass sinnvolles Sprechen nicht auf einem tiefen inhaltlichen Verständnis beruht, sondern auf der geschickten Anwendung von Mustern, die aus dem realen Sprachgebrauch abgeleitet sind. ChatGPT „spricht“ flüssig, weil Sprache selbst nicht nach festen Regeln funktioniert, sondern nach wiederkehrenden Mustern und Konventionen, die sich durch Übung und Interaktion herausbilden. Der Essay plädiert für eine kritische Begriffsanalyse als Instrument der Sprachreflexion, um ideologische, politische und technologische Diskurse besser durchdringen zu können.This article examines how Ludwig Wittgenstein\u27s philosophy of language can help us to become more aware of the mechanisms of our language and avoid misunderstandings. Two conceptual analyses show that terms such as “democracy” or “consciousness” do not have fixed definitions, but are shaped by social and historical negotiation processes and only acquire their meaning through the concrete use of language. Generative AI such as ChatGPT shows that meaningful speech is not based on a deep understanding of content, but on the skillful application of patterns derived from real language use. ChatGPT “speaks” fluently because language itself does not function according to fixed rules, but according to recurring patterns and conventions that emerge through practice and interaction. The essay argues for critical conceptual analysis as an instrument of linguistic reflection in order to better penetrate ideological, political and technological discourses.
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Play on Words: A Single Couplet Written on a Taṭbīḳ Register
Get PDFPlay on Words: A Single Couplet Written on a Taṭbīḳ
Registe
An Ottoman Pasha’s Encounter with a Dagestani Scapulimancy Practitioner in Iran
Get PDFAn Ottoman Pasha’s Encounter with a Dagestani Scapulimancy Practitioner in Ira
Between losing touch with reality and shaping the world: Alexandra Schauer\u27s diagnosis of late modern socialization and its significance for media education
No full textIn seinem Beitrag rezensiert Christian Filks Alexandra Schauers Gesellschaftsdiagnose Mensch ohne Welt und reflektiert auf deren Relevanz für die Medienbildung(-sforschung). Schauer rekonstruiert den spätmodernen Weltverlust als Dreifachkrise: die Fragmentierung der Zeitstruktur (vom linearen Fortschritt zum „rasenden Stillstand“), die Transformation zur postfaktischen Öffentlichkeit und die Privatisierung öffentlicher Räume. Methodisch folgt sie dem konstellativen Verfahren der Frankfurter Schule und verbindet Marx‘sche Kapitalismuskritik mit Hannah Arendts Weltbegriff. Filk zeigt, wie diese Diagnose medienbildungstheoretische Debatten bereichert: Digitale Medienumgebungen verstärken die diagnostizierte Zeit- und Aufmerksamkeitsfragmentierung, algorithmische Filterung reproduziert den Verblendungszusammenhang der Kulturindustrie, und kommerzielle Plattformen fungieren als digitale Pseudoöffentlichkeiten. Die Analyse weist über technische Medienkompetenz hinaus und fordert kritische Medienbildung als demokratische Kulturtechnik. Schauers Weltverlust-Diagnose eröffnet, so das Fazit von Christian Filk, neue Perspektiven für die Konzeptualisierung von Subjektkonstitution und gesellschaftlicher Teilhabe in digitalen Kontexten.In his article, Christian Filks reviews Alexandra Schauer‘s social diagnosis Mensch ohne Welt („People Without a World“) and reflects on its relevance for media education (research). Schauer reconstructs late modernity\u27s loss of the world as a triple crisis: the fragmentation of the structure of time (from linear progress to „racing standstill“), the transformation to a post-factual public sphere, and the privatization of public spaces. Methodologically, she follows the constellative approach of the Frankfurt School and combines Marx‘s critique of capitalism with Hannah Arendt‘s concept of the world. Filk shows how this diagnosis enriches debates on media education theory: digital media environments reinforce the diagnosed fragmentation of time and attention, algorithmic filtering reproduces the culture industry‘s web of delusion, and commercial platforms function as digital pseudo-public spheres. The analysis goes beyond technical media literacy and calls for critical media education as a democratic cultural technique. Christian Filk concludes that Schauer‘s diagnosis of a loss of world opens up new perspectives for conceptualizing subject constitution and social participation in digital contexts
Fostering Media Education Competence Focusing on Diversity: An Action-Oriented Pedagogical Concept for Initial Teacher Education
Get PDFSocietal processes in mediatization and diversity increase demands on initial teacher education, requiring preservice teachers to develop media education competence focusing on diversity. In the third iteration of a design-based research study, an action-oriented pedagogical concept was further developed and implemented at a German university. This study analyzes competence standard-based pre-post-task solutions from 43 preservice teachers and their semester-accompanying portfolios on selected media education content areas in lesson designs. Results of the pre-post assessment indicate participants’ improvements in outlining the significance of media use and its consequences, describing media education approaches, and reflecting on own lesson designs in a more action- and diversity-oriented manner. The analysis of preservice teachers’ portfolios shows that media influences and design characteristics of media messages were particularly considered in the lesson designs, integrating diversity regarding e.g. media representation or the formation of recipients’ perceptions. Implications for theory and practice of initial teacher education are discussed.Societal processes in mediatization and diversity increase demands on initial teacher education, requiring preservice teachers to develop media education competence focusing on diversity. In the third iteration of a design-based research study, an action-oriented pedagogical concept was further developed and implemented at a German university. This study analyzes standard-based pre-post-tasks from 43 preservice teachers and their semester portfolios on selected media education content areas in lesson designs. Results of the pre-post assessment indicate participants’ improvements in outlining significance of media use and its consequences, describing media education approaches, and reflecting on own lesson designs in a more action- and diversity-oriented manner. The analysis of preservice teachers’ portfolios highlighted design characteristics and media influences, while references to the media landscape and its digital infrastructure and production and distribution conditions were less emphasized. Implications for theory and practice of initial teacher education are discussed