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Tragedy and Dramatic Theatre
This comprehensive, authoritative account of tragedy is the culmination of Hans-Thies Lehmann’s groundbreaking contributions to theatre and performance scholarship. It is a major milestone in our understanding of this core foundation of the dramatic arts. From the philosophical roots and theories of tragedy, through its inextricable relationship with drama, to its impact upon post-dramatic forms, this is the definitive work in its field. Lehmann plots a course through the history of dramatic thought, taking in Aristotle, Plato, Seneca, Nietzsche, Heidegger, Lacan, Shakespeare, Schiller, Holderlin, Wagner, Maeterlinck, Yeats, Brecht, Kantor, Heiner Müller and Sarah Kane.
Discontinuity in Learning
Argues for the educational value of discontinuous experiences such as doubt and struggle, based on fresh readings of John Dewey and J. F. Herbart.
Emotion – Feeling – Mood
This volume provides systematic, interdisciplinary, and intercultural impulses for a phenomenological pedagogy of emotions, feelings, and moods without subordinating them to the logocentric dualism of emotion and rationality. Starting from foundational and cultural perspectives on pedagogical relations of education, learning, and Bildung, specific emotions in individual studies, as well as different approaches of important representatives of phenomenological research on emotions are presented. The contributions include pedagogical, philosophical, and empirical approaches to feelings, emotions, and moods, highlighting their fundamental importance and productivity for learning, Bildung, and education in different pedagogical institutions and fields.
Stop Teaching!
Neue Theaterformen werden zunehmend mit Kindern und Jugendlichen erarbeitet, die als Akteure und als Experten ihres Alltags ernst genommen werden: Ihr Wissen, ihre Erfahrungen und Persönlichkeiten fließen ein - es geht nicht länger darum, sie durch Theater zu erziehen. Die Arbeit mit Laien ist längst ein wichtiger Teil neuer Formen des professionellen Theaters geworden. Theater bekommt auf diese Weise wieder verstärkt den Charakter eines sozialen Experiments, in dem jeder Mensch mit seiner Persönlichkeit einen Beitrag leisten kann. Dadurch entstehen Freiräume für Kreativität jenseits pädagogischer Zielvorgaben. Dieser Band behandelt das Phänomen erstmals umfassend mit Beiträgen namhafter Wissenschaftler, Besprechungen von Stücken und Interviews mit Künstlern.
China and the Belt and Road Initiative
This book offers critical insights into the China-led Belt and Road Initiative (BRI) from an EU perspective. It analyzes the political, cultural, and diplomatic effectiveness of Xi's efforts to expand socio-cultural ties and build new trade corridors between Europe and the Far East, and sheds light on the lasting success and influence of China-led economic programs. The book is divided into three parts. The first part provides an overview of the various dimensions of the BRI initiative, including the challenges and opportunities of the EU-China trade relationship, China's geopolitical interests, and foreign policy approaches. The second part analyzes BRI cooperation from the perspective of the business sector, while the third part presents case studies that examine the impacts and responses of various European countries to the BRI.
Handbook of Research on Waldorf Education
Waldorf Education: An all-round, balanced approach to education that is equally concerned with intellectual-cognitive and artistic-creative learning. A practice- and experience-based pedagogy. Non-selective and open to all children and young people; offering a stress-free, secure learning environment across 12 grades; embedded in a community of students, teachers, and parents. An alternative education that has been successfully practiced for over a century. The first Waldorf School was founded in Stuttgart, Germany, in 1919. Today, Waldorf Education is practiced in all countries and cultures around the world: in over 1,000 schools, more than 2,000 kindergartens, and numerous centers for spec...
Tanzwelten
'Tanzwelten' macht die Anthropologie des Tanzens zum Thema. In dieser Perspektive rückt nicht der Tanz in seiner historischen und ästhetischen Vielschichtigkeit, sondern das Tanzen als aus dem Alltag herausgehobene, ästhetische Dimension der Selbst-Bewegung ins Zentrum des Interesses. Es geht dabei um elementare Fragen an einen wesentlichen modus operandi des Menschen. Was geschieht eigentlich mit einem selbst und mit anderen, wenn man sich dieser den Leib transformierenden Bewegung hingibt? Was sind die qualitativen Eigenheiten tänzerischer Selbstbewegungen? Was bedeuten derartige Bewegungen dem sich bewegenden Subjekt? Wie entsteht eine als getanzt wahrgenommene Bewegung? Und wie entst...
The Life Space of the Urban Child
The heart of this book is the translation of The Life Space of the Urban Child, written in 1935 by Martha and Hans Heinrich Muchow. Life Space provides a fresh look at children as actors and how they absorb their city environments. It uses an empirical base connected with theories about the worlds in which children live. The first section provides historical background on Muchow's study and the author. The second section presents the translation of the Life Space study, as well as comments from an environmental psychologist's perspective. The third section reviews the study's theoretical foundations, including the concept of "critical personalism," the perspectives of phenomenology, and the ...
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Subjekt Medium Bildung
Veränderte Medialität führt zu veränderter Subjektivität. Diese mediologische These im Schnittfeld von Medien- und Bildungsgeschichte(n) stellt das gedankliche Zentrum dar, das die in diesem Band versammelten Beiträge aus unterschiedlichen Perspektiven motiviert.
