bluuebunny/crossref_metadata_2025_split huggingface dataset:
La questione degli schiavi còrsi al concilio di Pisa (1135)
Authors: Forlani Filippo 
Published: August 2020

Abstract
This paper analyzes canon 3 of the council of Pisa of 1135, with which the trade in persons is prohibited, pointing out that this prohibition must be considered valid also for the sale of inhabitants of Corsica, be they men or women. After having drawn up a general overview of the council, it will focus on the text of the third canon to understand the reasons that led the council fathers to deal with the subject of slavery, firmly defending the Corsican population, considered as a “minority” victim of a political and economic system. As we will try to show, the text of this canon is a unicum of its kind and is fully inserted within the panorama of the Church’s teaching on the subject of slavery, adding a new piece to the mosaic of what was already known about the work of the ecclesiastical institution on this subject.
Gli hussiti come (mancata) minoranza conciliare al Concilio di Basilea (1431–1433)
Authors: Cadili Alberto 
Published: August 2020

Abstract
In 1433 the hussite delegation in Basle wanted to discuss the Four Articles according to the pacts of Eger (the “judge of Eger”), i.e. primarily according to the Bible. The delegates insisted on persuading the other party or on being persuaded by it; they weren’t willing to become a conciliar minority because the decision-making processes were based on the majority-principle. Furthermore, the Council offered a different “judge”: It was the Council itself, because the infallible Church beheld the “monopoly” of the Bible exegesis and transmitted this monopoly to the Synod. In this way it became less relevant to discuss the specific topics of the Four Articles. The Hussites, however, remained outside this doctrine, which was fundamental for the legitimacy of the conciliar decision-making process: they didn’t recognize this new judge and didn’t subdue to him.
Synode, Katholikentage und die protestantische Minderheit im langen 19. Jahrhundert in Ungarn
Authors: Bárány Zsófia , Klestenitz Tibor 
Published: August 2020

Abstract
The study explores how Catholic prelates, priests and politicians evaluated the connections of their Church with the Protestants. It investigates the documents of the last national synod of Hungary (1822), the provincial synod of Kalocsa (1863), and the regional and national Catholic Congresses (1893–1913). In the first part of the century, some intellectuals aimed to create a union between Catholics and Protestants to strengthen the Hungarian nation, and their ideas had some influence even on the preparation work on the synods of the period. At the end of the century, the question of the mixed marriages overshadowed the relations between the denominations, but the Catholic leaders of the People’s Party tried to preserve the opportunity of the political cooperation with the Protestants.
150 Jahre lang gelungene Propaganda – Augustin Theiner und die Geschäftsordnung des Tridentinums
Authors: von Teuffenbach Alexandra 
Published: August 2020

Abstract
For 150 years it has been alleged that Augustin Theiner had been dismissed as Prefect of the Vatican Archives because he had given the rules of procedure of the Council of Trent to the bishops of the council minority. Thus writes the Augsburg’s “Allgemeine Zeitung” in June 1870, and in consequence many other newspapers. The eyewitnesses are far from agreement. Other reasons may have led to the dismissal. Historians, however, have considered the newspaper’s account to be true. But Trento’s rules of procedure were already widely known. So it seems unlikely that the Pope, who in 1867 made Trent’s documents available to a group of cardinals and consultors, would deprive Theiner of the keys simply because he had shown this well known documents to the bishops of the minority.
„A little Drama“ (G. M. Tucker)
Authors: Casagrande Alessandro 
Published: August 2020

Abstract
The use of a narrative imperfect in Am 7:10–17 after 7:1–9 and the abrupt shift to 8:1–3 frequently compelled critics to determine its literary form. For diachronic studies defining classifications include ‘third-party report’ and ‘apophthegma’. By contrast, synchronic studies emphasize the contextual integration of Am 7:10–17 and concentrate on a narrative analysis. Within this focus it is striking, that the passage is often associated with a ‘drama’ but without assessing the methodological ramifications of such a claim. The present article takes this ‘synchronic gap’ up and relates it to approaches to view drama as a possible genre for prophetic books. In doing so, a reading of Am 7:10–17 as part of a narrator-mediated discourse using a dramatic mode shows that the passage can be deemed an entrance with three speeches integrated into the wider context of 7:1–8:3. Particularly the classification of 7:10a, 12aα, 14aα as narrator’s discourse using a dramatic mode makes this claim plausible.
Paulinisches Marketing zwischen Inkulturation und Ironie. Argumentationsstrategien in der Areopagrede (Apg 17,22b–31)
Authors: Schumacher Thomas 
Published: August 2020

Abstract
This contribution discusses the understanding of inculturation that is operative for Luke’s Paul in the Areopagus speech. It combines philological analysis of conspicuous features of the text with an evaluation of archeological data to situate the Areopagus speech within the socio-cultural context of Athens. An interpretation of verse 31 is proposed that does not include reference to an eschatological event and which could help to clarify the often discussed soteriological and christological difficulties of the argumention. Thus it becomes evident that the adopted stance of the Lukan Paul before the Areopagus is marked by ironic inversions and anti-imperial critique.
Hundert Jahre Formgeschichte: Ein Tribut an die Begründer
Authors: Klauck Hans-Josef 
Published: August 2020

Abstract
A hundred years ago, in 1919–1922, the groundbreaking works on form-criticism appeared, mainly independent of each other. This means that it is time for a retrospect and an evaluation. The article starts with the forerunners, especially Johann Gottlieb Herder and Hermann Gunkel, but also some others. Then main paragraphs are devoted to each of the five protagonists: Martin Dibelius, Karl Ludwig Schmidt, Rudolph Bultmann, Martin Albertz and Georg Bertram. Their foundational form-critical studies are discussed and contextualized within their lives and their literary output. In the case of Dibelius, more attention than usual is given to the important differences between the first (1919) and the second edition (1933) of his “Formgeschichte” that was decisive for creating the terminology. The little known political options that Bertram favored are criticized. The final section draws some lines from the early 20th century to the present days.
„Und ob ich schon wanderte im finstern Tal“
Authors: Emmendörffer Michael 
Published: August 2020

Abstract
Focussing on V 4 with its motif of the “darkest valley” (NIB) the dynamics, theological coherence and background motives of Psalm 23 are laid out. Comparison with the newly edited Ancient Near Eastern prayer Sb19319 from second millennium b.c.e. Susa brings several parallel elements to light. Some theses on Old Testament concepts of death conclude the article.
Deutsche Pädagogik zwischen Kriegsverherrlichung und Friedenssehnsucht
Authors: Böhm Winfried 
Published: August 2020

Abstract
German Philosophy of Education between Preparation for War and Desire for Peace
From both a historical and critical perspective, the article reconstructs the problematic transition of German Philosophy of Education from an enlightened to a romantic thinking as well as from the state’s political concept of orientation to that of the people in the nineteenth and early twentieth centuries. This reveals a strange fluctuation of pedagogy in theory and practice between a latent preparation for war on the one hand and a vague longing for peace on the other hand.
Pädagogische Ganzheit, Krieg und Frieden
Authors: Oelkers Jürgen 
Published: August 2020

Abstract
Education for Wholeness, War and Peace
›Wholeness‹ is a topic in educational theory since the Baroque age. In 19th century political concepts of ›wholeness‹ came into being. The article asks what happened to educational theories that were bound to concepts like ›volk‹, ›race‹, ›nation‹ or ›the world‹. Those theories appeared before, during and after World War I. The topics were ›war‹ and ›peace‹ and the rhetorics of wholeness were used on both sides. Because of that, educational theory should abandon the suggestive language of wholeness.
Politische Bildung in Zeiten des Rechtspopulismus
Authors: Görtler Michael 
Published: August 2020

Abstract
Political Education in Times of right-wing Populism. Pedagogical and Didactical Approaches to Deal with a current Threat to Peace
Right-wing populism challenges the societies in Europe. The rise of such movements and parties are a threat to peace and democracy in Germany. This article focuses the possibilities as well as the boundaries of political education under the current circumstances. To this end, it discusses theoretical explanations based on approaches in peace education, political didactics and social sciences to deal with right-wing populism in practice.
Das Regime des Ästhetischen
Authors: Lohwasser Diana 
Published: August 2020

Abstract
The Regime of the Aesthetic
As a preliminary, the text deals with the question of what can be understood by a regime of the aesthetic. The aesthetic regime generates patterns of perception that guide people in their behavior and actions. The regime of the aesthetic oscillates between social regression and emancipation. The regression of the individual aesthetic perception of the world and of the self is evident in all areas of social life. Through the mass media, the aesthetic regime has the ability to manipulate people and influence perceptions and judgment. The ability of the self to defend itself against manipulation regresses. The adoption of given perception, explanation and assessment systems makes life easier than having to question contexts. The difficult task is to emancipate oneself from the regressive aesthetic regime. Referred to Rancière, it requires an ›emancipated viewer‹ capable of emancipating itself from the assigned structures of an aesthetic regime. This endeavor represents an infinite task.
Lernprozesse beim Übergang in neue berufliche Kontexte
Authors: Amling Steffen 
Published: August 2020

Abstract
Learning during the Transition to a new Professional Context. Empirical Analyses and Theoretical Considerations using the Example of Professional Politics
The article presents empirical analyses and theoretical considerations on the learning processes that occur during the transition to a new professional context. The research is based upon narrative interviews with German politicians who became member of the German Federal Parliament (Bundestag) for the first time. Following a reconstructive perspective, the analyses show that there are considerable differences either with regard to what aspects of their new professional environments the politicians perceive as an irritation to their occupational routines that initiate a learning process, as with regard to the forms of knowledge that are subsequently subject to changes; not least, the analyses indicate differences in their modes or ways of learning, too. It is argued that reflecting on these different levels of analysis is helpful to shape further research into workplace learning.
Zum Einsatz von Definitionen in Pädagogik und Erziehungswissenschaft
Authors: Mikhail Thomas 
Published: August 2020

Abstract
On the Use of Definitions in Pedagogy and Educational Science. A Historical Journey with Systematic Intent
In the academic genre of pedagogy and educational science, definitions were used from the very beginning. The question is if it is possible to differentiate between types of definitions within the history of these sciences. To answer this question the paper revives two different types of traditional definitions in order to generate a typology of definition usage. The typology can be used as a heuristic instrument for further systematic and historical research.
Nutzen und Nutzlosigkeit des Definierens
Authors: Ladenthin Volker 
Published: August 2020

Abstract
Use and Uselessness of Defining
Is it possible to define terms? The author distinguishes between word, term and concept. Words change historically; their meaning is deduced from the context. Terms are defined by convention of arbitrariness. Ultimately, concepts cannot be defined because the defining concepts would have to be redefined. That, however, is a regression to infinity.
Definitionen als pragmatische Erläuterungen
Authors: Nerowski Christian 
Published: August 2020

Abstract
Definitions as Pragmatic Explanations. An Analytical Perspective
This article takes an analytical perspective on ›definitions‹ in educational science. After a delineation of the analytical perspective as a pragmatic practice of explanation, two common types of definition are described and illustrated using the concept ›instruction‹ [›Unterricht‹]: the concept analysis, which aims at naming the individually necessary and jointly sufficient properties of a concept; and the concept explication, which aims at the formulation of a precise term that is fruitful for further research but only similar to everyday language. Finally, it will be discussed in which respect explication and analysis can be considered a pragmatic explanation. For this purpose, explanation is understood as a social process: not definitions explain a term, but a person uses definitions in order to explain a term to a group of addressees for a specific purpose. For this aim, conceptual analysis and concept explication may serve as possible orientations.
Zur Funktion unscharfer Begriffe
Authors: Scheunpflug Annette , Affolderbach Martin 
Published: August 2020

Abstract
On the Function of Fuzzy Terms. A Plea for a Reflexive Look at Explications
Concepts are commonly used to describe words which are, beyond a singular object, connected with an idea. This paper argues that concepts should not only be understood by a precise definition, but also with a reflexive view of their implications. Thus, the blurriness of terms fulfils important functions, including the role of communicative connectivity. This observation is discussed in regard to its meaning for educational research.
Zwischen Definition und Empirie
Authors: Borgstede Matthias 
Published: August 2020

Abstract
Between Definition and Empirical Research. Theoretical Problems of Questionnaire Design
Within the field of quantitative educational science, theoretical terms are often defined operationally by scales or questionnaires, which have been constructed using the formal background of Classical Test Theory. This article takes a critical perspective on the current modus operandi of scale construction.
It is argued that classical quality criteria (reliability, validity, and objectivity) are usually represented by empirical correlations between scales or items of a scale. Apart from some theoretical inconsistencies, using these criteria (e.g. Chronbach’s Alpha) to optimize a scale results in a set of items with high intercorrelations, regardless of their content or meaning.
Because high inter-item correlations are neither necessary nor sufficient for an adequate operational definition, the utility of the classical approach to scale construction is questioned on a fundamental level. It is further argued that operational definitions do not pose a statistical problem in the first place, but a theoretical problem. Hence, we do not need a method to optimize scales for high inter-item-correlations, but rather a way to translate theoretical terms (which may be inherently vague) to empirically observable phenomena. This is accomplished by the semantic approach to psychological tests by Buntins, Buntins and Eggert (2016), which provides a formal alternative to classical quality criteria.
De-Finition
Authors: Ode Erik 
Published: August 2020

Abstract
De-Finition. Poststructuralist Objections to the Limitation of the Other
The metaphysic tradition always tried to structure the world by definitions and scientific terms. Since poststructuralist authors like Derrida, Foucault and Deleuze have claimed the ›death of the subject‹ educational research cannot ignore the critical objections to its own methods. Definitions and identifications may be a violation of the other’s right to stay different and undefined. This article tries to discuss the scientific limitations of the other in a pedagogical, ethical and political perspective.
Kosmopolitismus – Anmerkungen zu einem Ideal historisch-politischer Bildung
Authors: Wigger Lothar 
Published: August 2020

Abstract
Cosmopolitism – Comments on an Ideal of Historical and Political Education
In regard to the crisis of supranational institutions and tendencies of renationalization in the present, the article discusses traditional and current concepts of cosmopolitism. Starting with the opposite theories of world peace and state sovereignty in the philosophies of Kant and Hegel and the confirmation of these theories by the reality of the states, concepts of updating Kant and Hegel are discussed. Contrary to a morally based education towards cosmopolitanism, the importance of historical knowledge in a world of conflicts is finally pointed out.
Über die eigenlogische Normativität der Erziehung und ihre Bezüge zu anderen Normativitätsansprüchen
Authors: Benner Dietrich 
Published: August 2020

Abstract
A Concept of a self-logical Normativity of Education and their Relations to other Normativity Claims
The essay develops the concept of a self-logical normativity of education. It identifies pedagogical action as a transformational practice with its own forms of action and causality. The theoretical and practical significance of this concept is finally explained in the film »Elternschule« by distinguishing between pedagogical and therapeutical action and practice.
Was sollen und was müssen Familien?
Authors: Krinninger Dominik 
Published: August 2020

Abstract
Pedagogical Perspectives on Societal Normalizations and on Immanent Normative Structures of the Family
This paper examines normative aspects of the family as an educational sphere from two perspectives. With regard to discourse-analytical studies, it discusses the social normative of a family responsibility for the academic success of children. In contrast, along systematic concepts of recognition, the differentiated internal logic of the family is emphasized, in which social recognition and caring love are intertwined. In the relation of both perspectives it becomes clear that current expectations forced by education policy ignore important characteristics of families.
Formierung des pädagogisch organisierten Systems des lebenslangen Lernens: Von der Auflösung normativer Ordnungen zur neuen Normalität?
Authors: Nittel Dieter , Meyer Nikolaus 
Published: August 2020

Abstract
Formation of the Pedagogically Organised System of Lifelong Learning: From the Disbandment of Normative Systems to the New Normality?
The authors link the thesis of the successive disbandment of normative systems in the educational system to a very specific perspective. More precisely: to a specific notion of unity and wholeness. The argumentation begins with Habermas’ critique of the communication-theoretical concept of systems. This social philosopher is indirectly recognised as the ›godfather‹ of the presented theoretical understanding of the system. The concept of a pedagogically organised system of lifelong learning will then be defined, and the real historical consequences will be indicated.
Bildung, Unterricht und Respekt
Authors: Rucker Thomas 
Published: August 2020

Abstract
›Bildung‹, Teaching and Respect. On the Justification of a Non-Affirmative General Didactics
In this article, I will first show that non-affirmative didactics offer a specific account of teaching. From this point of view, teaching is described with regard to the purpose of ›Bildung‹, i.e. the development of the ability to judge for oneself in the relationship with resistant objects. I will then develop a justication of non-affirmative general didactics with regard to the notion of pedagogical respect which can be specified by the principles of self-determination, ›Bildsamkeit‹ and dialog.
Präzision und Kontingenz
Authors: Müller Stefan , Nerowski Christian 
Published: August 2020

Abstract
Precision and Contingency. An Area of Tension in the Assignment of Scientific Concepts
Given the fact that the scientific discourse on education is based on educational- scientific concepts, it is surprising that the methodology of the assignment of these concepts is hardly addressed and reflected. This article raises a tension of the requirements of concepts in educational science between precision, accuracy and exactness on the one hand; and contingency, openness, and dynamics on the other hand. In this article we reject attempts to resolve the tension to only one side, which would mean to give preference to either precision or contingency and neglect the other side. In contrast we sketch a model for the assignment of educational-scientific concepts that unites both sides of the tension: If precision is understood as a requirement for the concept as a product, and the consideration of contingency is understood as a requirement for the process of the assignment, it is possible to assign concepts that both are precise and consider their contingency.
Eltern als Anwälte?
Authors: Brumlik Micha 
Published: August 2020

Abstract
Parents as Lawyers? Limits of a Metaphor
The paper checks the validity of the metaphor of »parents as lawyers«. It begins with a kantian approach concerning the necessary duties of autonomous persons towards not yet autonomous parents under the special relation of parenthood. So it outlines, what the theory of ethiccal advocacy has to say about the relation of parents and children. The paper finally asks, whether overprotective parental behavior contradicts those duties and thereby asks, whether the methaphor of parents as lawyers is valid at all.
Metaphors of Nature in Education
Authors: Chistolini Sandra 
Published: August 2020

Abstract
Naturmetaphern in Erziehung und Pädagogik
Schon seit der Antike bilden naturalistische Metaphern einen festen Bestandteil des Redens über Erziehung.1 Auch in den großen Religionen stellen sie die Verbindung von Naturzustand und sittlicher Unterweisung her. Dabei eröffnen Metaphern als elementare Formen der Kommunikation unmittelbare Zugänge zum Verständnis von tieferen Zusammenhängen. Metaphern eröffnen dabei auch ein unverstelltes Verständnis von Person und Erziehung. Auf dem Weg über die Metapher erfolgt ein erster Schritt in Richtung auf ein epistemologisches Verständnis von Erziehung und Pädagogik.
Dieser Text folgt den Spuren jener, welche die Metapher zu etwas Dunklem innerhalb des erzieherischen Diskurses gemacht haben, versteckt hinter einem Gesträuch aus Analogien. Den Aussagegehalt von Metaphern aufzuschließen kann aber auch als Beitrag angesehen werden, die Ziele der Erziehung in einem anderen Licht zu sehen und Erkenntniswege zu erschließen – vergessene oder auch innovative.
Der traumatische Eintritt in die Welt bei Jacques Lacan
Authors: Armbruster Marian Tim 
Published: August 2020

Abstract
Jacques Lacan. The Traumatic Entry into the World
With the development of modernity, previous ideas of ethics and morality came into crisis. In order to open the door to a new way of moral education, the article analyzes how human predisposition is understood in Lacan’s works. The focus on the traumatic entry into the language shows how the subject loses its immediacy and how this process troubles the educational theory of ethics.