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Artykuły w czasopismach na temat „German religious philosophy and education”

Autor: Grafiati

Data publikacji: 26 lipca 2024

Data aktualizacji: 31 lipca 2025

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1

Belov, Vladimir N., and Alexandra S. Perepechina. "Hermann Cohen and Jewish Religious Education." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 40, no. 3 (2024): 526–35. https://doi.org/10.21638/spbu17.2024.313.

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The eminent philosopher and Jewish intellectual Hermann Cohen (1842–1918) lived his life in accordance with the principles and ideas he developed in his philosophical and religious thought. His work fell during the German Empire, a difficult historical era for Jewish society, when anti-Semitism and immature liberalism were gaining ground. In the history of Jewish philosophy, Cohen’s writings stand out as systematized and rationally grounded. The article presents a range of biographical facts that had a direct influence on the religious and philosophical views of the founder of the Marburg scho

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Furmanik, Martin. "Spišskí Nemci v rokoch 1920 – 1937." Kultúrne dejiny 13, no. 2 (2022): 248–72. http://dx.doi.org/10.54937/kd.2022.13.2.248-272.

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The study deals with various areas of life of Spiš Germans (Zipsers) during the period of the first Czechoslovak Republic, specifically between 1920 and 1937. The first part of the study discusses the political activities of Germans in Spiš. The greatest attention is paid to the Zipser German Party (Zipser deutsche Partei) and the Carpathian German Party (Karpatendeutsche Partei), because these parties were voted for by most Germans in Spiš. To a lesser extent, this part is devoted to other parties that the Germans from Spiš (Zipsers) voted for. Part of this section are tables showing which pa

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Pirner, Manfred L. "Public Religious Pedagogy: Linking Public Theology, Social Theory and Educational Theory." International Journal of Public Theology 11, no. 3 (2017): 328–50. http://dx.doi.org/10.1163/15697320-12341497.

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Abstract This paper addresses the relationship of public theology and education, a field of research that has been neglected in theology as well as in educational theory and religious pedagogy. It does so by firstly analyzing the discourse in the public sphere at the intersection of theology and religious education in Germany, and secondly by drawing on the social theories of John Rawls and Jürgen Habermas to provide a framework for relating public theology and (religious) education. In the German context the rediscovery and revaluing of the political dimension of public religious education ha

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Bartz, Janieta, and Thomas Bartz. "Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom." Education Sciences 8, no. 4 (2018): 196. http://dx.doi.org/10.3390/educsci8040196.

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In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worl

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Altmeyer, Stefan, and Daniel Dreesmann. "The Importance of Religion for the Evaluation of Everyday Ecological Decisions by German Adolescents." Worldviews: Global Religions, Culture, and Ecology 24, no. 3 (2020): 285–307. http://dx.doi.org/10.1163/15685357-20203001.

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Abstract Although previous research has addressed the relationship between religion and ecology in a variety of ways, little is known concerning how religious orientation affects concrete everyday ecological decisions, although these are centrally important for environmental education. Being interested in elucidating the preconditions of ecological learning in Biology and Religious Education in schools, the authors have developed an approach based on maximum concretion with regard to the ecological decision in which the influence of religion should be evaluated. With this goal in mind, they co

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Reicher, Rosa. "‘Go out and learn’." European Judaism 51, no. 2 (2018): 124–33. http://dx.doi.org/10.3167/ej.2018.510218.

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Abstract This article deals with Shakespeare’s reception among German Jewish youth in the early twentieth century. The Jewish youth movements played an appreciable role in Jewish education and culture. The various Jewish youth movements reflected the German Jewish society of the time. Despite the influence of the German youth movement, the young people developed their own German Jewish Bildung canon. Many young Jews in Germany perceived Bildung as an ideal tool for full assimilation. Bildung placed an emphasis on the Jewish youth as an individual, and so served as an ideal tool for full assimi

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Schenker, Dominik, and K. Helmut Reich. "Oser/Gmünder's Developmental Theory of Religious Judgement: Status and Outlook." Archive for the Psychology of Religion 25, no. 1 (2003): 180–94. http://dx.doi.org/10.1163/157361203x00138.

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The first publication of “Stages of Religious Judgement” (RJ) dates back two decades (Oser, 1980). This, then, is an appropriate time to review major milestones reached since, and to attempt a look into the future. The reception of Oser's writings on psychology of religion and religious education in the English, French, and German literature was reported previously (Bucher & Reich, 1999). We assume here that RJ theory is familiar (Oser & Gmünder, [1984], 1991; updated summary in Oser & Reich, 1996). The present three parts are: A. Empirical studies, B. Cognitive development and rel

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Kleinhempel , Ullrich R. "Reflections on the position paper at the conference of the DVRW (German Ass. for Science of Religion), Bayreuth 2023, calling for integrated teaching of ‘religion’ for all students in Germany." Sociology International Journal 7, no. 6 (2023): 272–77. http://dx.doi.org/10.15406/sij.2023.07.00357.

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In Germany, Austria, and to some extent in Switzerland, denominational instruction in religion or secular ethics at schools is the legally enshrined norm. Considering that these countries comprise about 100 million inhabitants, with Germany being the by far most populous nation in the EU, this is of cultural significance outside of the German-speaking realm too. A philosophy of inclusion of the Churches and recognised religious communities into the social life and education is pursued, that is legally entrenched in constitutions (notwithstanding the religious-philosophical neutrality of the st

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9

Hildesheimer, Meir. "Religious Education in Response to Changing Times Congregation Adass-Isroel Religious School in Berlin." Zeitschrift für Religions- und Geistesgeschichte 60, no. 2 (2008): 111–30. http://dx.doi.org/10.1163/157007308783876064.

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AbstractDuring the 19th century, various frameworks were established in Germany for the purpose of providing Jewish students with religious education. The article deals primarily with the orthodox Congregation Adass-Isroel Religious School. Established in 1869 in Berlin, the school had a major impact on the development of supplementary religious instruction throughout Germany and served as a model in this area. The school's background, history, basic principles and method of instruction, as well as study subjects (Hebrew, Bible, Talmud, Religious instruction, History) are discussed and compare

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Azarov, K. V. "Tolstoy and Wittgenstein on education." Abyss (Studies in Philosophy, Political science and Social anthropology), no. 3 (September 15, 2023): 85–92. http://dx.doi.org/10.33979/2587-7534-2023-3-85-92.

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Tolstoy deeply influenced Wittgenstein. They both shared an anti-foundationalist position on many philosophical questions. Not surprisingly, Tolstoy and Wittgenstein’s views on education were germane. They both advocated a creative free educational process. The two can be compared to how educational philosophy develops out of anti-foundationalist premises. The article shows the Tolstoyan influence in non-religious spheres of Wittgenstein’s thought, particularly in Wittgenstein’s view on education.

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Šoltés, Peter. "Nepochybne nikde nie je blahodarný vplyv nemeckej kultúry tak nápadne viditeľný, ako na týchto obyvateľoch Karpát. Národný charakter spišských Nemcov v štatistickej a topografickej literatúre 19. storočia." Kultúrne dejiny 14, Supplement (2023): 70–86. http://dx.doi.org/10.54937/kd.2023.14.supp.70-86.

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This study focuses on the relationship between the struggle for maintaining the privileges and rights of the free municipalities of the Spiš (Szepes, Zips) county, particularly the Province of 16 Spiš towns, in the first third of the 19th century on one hand and the literary activities of local intelligentsia on the other. As part of a deliberate strategy to eliminate the threat of losing their autonomy and becoming subject to the jurisdiction of the county administration, they constructed an image of Spiš as an exceptional region. The fact that the German-speaking population of Spiš was able

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12

Wendte, Martin. "Mystical Foundations of Politics? Luther on God’s Presence and the Place of Human Beings." Studies in Christian Ethics 31, no. 4 (2018): 422–34. http://dx.doi.org/10.1177/0953946818792628.

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This article opens up a dialogue between two strands of Luther research, which until now have had limited contact: a German strand interested in the influence of Luther’s mystical education on his Reformation theology, and a German and Anglo-American strand concerned with Luther’s doctrine of the three estates and understanding of politics, emphasising in particular God’s constant activity in our daily life. This article has a twofold aim: first, to undertake a historical reconstruction of the influence of mysticism on the late Luther, and second to draw some systematic conclusions for our con

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13

Brantl, Dirk. "Recent Trends in German Hobbes Scholarship." Hobbes Studies 32, no. 1 (2019): 92–115. http://dx.doi.org/10.1163/18750257-03201003.

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This review traces recent developments in German Hobbes scholarship. Relevant publications are discussed along three major fields of inquiry: Hobbes and Liberalism, Hobbes on Politics and Religions, and Hobbes on the Passions, Politics, and Education.

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Magonet, Jonathan. "Editorial." European Judaism 54, no. 2 (2021): v—vii. http://dx.doi.org/10.3167/ej.2021.540201.

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2018 saw the fiftieth anniversary of the spontaneous founding of an interfaith initiative involving Jews and Christians in the unlikely location of Germany. Anneliese Debray, who was the director of a Catholic women’s adult education centre in Bendorf, near Koblenz, had the imagination and courage to set about creating programmes for encounter and reconciliation in the post-war world. The centre, the Hedwig Dransfeld Haus, became a meeting place for French and German and Polish and German families; for physically and mentally handicapped people together with ‘normal’ people; for the challengin

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Góra, Dariusz. "A Catholic correction of Max Weber’s thesis on Protestant ethic in the view of Michael Novak." Ethics & Bioethics 13, no. 3-4 (2023): 118–26. http://dx.doi.org/10.2478/ebce-2023-0014.

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Abstract Max Weber’s thesis on the decisive influence of Protestant ethic on the formation and development of modern capitalism has become one of the best-known and widely shared canonical claims in social sciences. Since its publication at the beginning of the 20th century, this thesis, supported by subsequent great works by the German classic, has rarely been the subject of major controversy. The work of correcting Weber’s thesis was undertaken in the late 20th century by Michael Novak. Novak’s correction is not confrontational, but complementary. The American thinker abandons the research a

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Isnaini, Muhammad. "Pendidikan Islam Sebagai Grand Design Pendidikan Karakter." Al-Riwayah : Jurnal Kependidikan 7, no. 1 (2015): 141–59. http://dx.doi.org/10.47945/al-riwayah.v7i1.93.

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Character education is a positive offer in the eradication of moral crises which particularly emerged in our students. Therefore, the internalization of values of character education in the educational institution is a must. As an Islamic education institution in Indonesia, the existence of Boarding school is considered to be able to develop values of character education which may be done through formal or non-formal curriculum. This is so because since its early existence, Boarding school has delineated its distinctive feature which is different from the other common types of education. Here,

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Roebben, Bert. "Spiritual learning communities: historical, systematic and practical observations1." Revista Pistis Praxis 6, no. 2 (2014): 473. http://dx.doi.org/10.7213/revistapistispraxis.06.002.ds05.

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Children and young people have the inalienable right to be part of a learning community. Nobody can learn on his/her own. Education is always a communal enterprise. In this paper the concept of the ‘spiritual learning community’ is developed as a contemporary answer to the socio-educational issues raised by Martin Buber and John Dewey in the 1930s. Cultural and religious diversity today stimulate education and schooling more than ever before to reconsider the narrative-communicative and spiritual dimension of every learning process. The spiritual dimension of the learning community relates to

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18

Ebertz, Michael N. "Charity As a Agent of the German Welfare State." Caritas et veritas 1, no. 2 (2011): 20–29. http://dx.doi.org/10.32725/cetv.2011.014.

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Vind, Ole. "- En historisk Theodice." Grundtvig-Studier 64, no. 1 (2015): 95–109. http://dx.doi.org/10.7146/grs.v64i1.20911.

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En historisk Theodice[A Historical Theodicy]By Ole VindGrundtvig’s first World Chronicle from 1812 (VK 1812) is noted especially for itssharp criticism of contemporary culture. It can be read as a Lutheran revivalistsermon passing judgment on great historical as well as contemporary figures who are condemned for their lack of orthodox Christian faith. Read in the light of Grundtvig’s later works, however, the book carries the seeds of that philosophy of history which from 1832 onwards became the mainstay of all his writings.Thus, in VK 1812 are found the first traces of that original vision wh

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20

Welz, Claudia, Essi Ikonen, and Aslaug Kristiansen. "Learning through Listening and Responding: Probing the Potential and Limits of Dialogue in Local and Online Environments." Religions 14, no. 2 (2023): 241. http://dx.doi.org/10.3390/rel14020241.

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This article explores an age-old form of dialogical learning, havruta, which has been employed by Jews throughout the centuries to study the Torah and the Talmud, and evaluates the experiment of extending havruta from a couple of fellow students (haverim) to an international, multi-religious group reading philosophical texts together, and transferring the learning process from the Jewish house of study (in Hebrew: beit ha-Midrash, in German: Lehrhaus) to an online environment. Methodologically, the experiences from the online havruta are brought into a theory-practice feedback loop and are dis

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Boehme, Katja. "“Sharing Worldviews: Learning in Encounter for Common Values in Diversity” in School and Teacher Education—Contexts in Germany and Europe." Religions 15, no. 9 (2024): 1077. http://dx.doi.org/10.3390/rel15091077.

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Challenges and tensions that arise in a pluralistic society with differing worldviews among its citizens must be addressed from the outset in school education. To enable social cohesion within a heterogeneous society, students must learn to harmonize their own worldviews with other interpretations of the world in a spirit of “reciprocal inclusivity” (Reinhold Bernhardt). This article argues that this task particularly falls within the responsibility of subjects in schools that address the existential “problems of constitutive rationality” (Jürgen Baumert), specifically religious education, eth

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Na, Hye-Sim. "Korean Nursing Women who emigrated to Germany and the 68th Movement." Korea Association of World History and Culture 62 (March 31, 2022): 221–52. http://dx.doi.org/10.32961/jwhc.2022.03.62.221.

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The process of immigration and settlement of Korean nursing women in Germany in the 1960s and 1970s was a process in response to the various social changes that were going on in German society. Their period of living in Germany mostly overlaps with the period of the 68th Movement and the social changes that resulted from it. The social changes caused by the 68th movement have an impact on some of Korean women's recognition of their identity as migrant women workers from the Third World. It was not simply a passive learning process, but an active self-discipline process. Based on the self-ident

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Raissov, Kazbek, and Zhakipbek Altayev. "ANALYSIS OF SOCIO-ETHICAL IDEAS IN AL-FARABI AND ABAI KUNANBAEV’S WORKS." Al-Farabi 4, no. 72 (2020): 36–49. http://dx.doi.org/10.48010/2020.4/1999-5911.04.

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Great thinkers’ scientific works play the important role in public opinion formation in the development of society. There are well-known people in the humankind history, who have made significant contributions to the development of various fields of knowledge, moreover, they were the founders of Philosophy not only at the level of a domestic culture, but also in a global scale. This article denotes that the significance of al-Farabi and A. Kunanbaev’s legacy is determined by the fact that many of their positions in the field of Philosophy, Sociology, Logics, Ethics, Aesthetics, natural scienti

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Александр Димитриевич, Бегичев, та Мочалова Ирина Николаевна. "«Метафизические уроды» и их потомство: критика неоплатонизма И.М. Скворцовым в контексте развития русской духовно-академической философии xix века". Платоновские исследования 2, № 21(21) (2024): 301–22. https://doi.org/10.25985/pi.21.2.12.

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Статья посвящена рецепции неоплатонизма в отечественной духовно-академической традиции xix в. Интерес к нему во второй половине 1830-х гг. был вызван осмыслением места философии и формированием русского шеллингианства. Значимой фигурой спора о неоплатонизме выступил богослов-философ Киевской духовной академии И.М. Скворцов, автор первой журнальной публикации о философии Плотина. Сопоставление программной речи Скворцова «О метафизическом начале философии» (1819) и Устава Академии (1814) показывает, что как философ и преподаватель КДА Скворцов в полном объеме реализовывает требования Устава: для

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Keriapy, Frets. "Pendidikan Agama Kristen dalam Ruang Publik Virtual: Sebuah Analisis Pemikiran Jürgen Habermas." Harati: Jurnal Pendidikan Kristen 2, no. 2 (2022): 116–26. http://dx.doi.org/10.54170/harati.v2i2.109.

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The digital era is an era where everything is done digitally, be it science or the journey of human spirituality. With the presence of digital space simultaneously there is also a public space in virtual form. In the past, humans were referred to as social creatures, in this digital era, humans are also referred to as digital creatures. So that the teaching of Christian religious education does not only stop in the private sphere, which is carried out in the church, but can also be done in a digital virtual sphere. By using a literature-based qualitative method, the author analyzes Habermas' t

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Kara-Murza, A. A. "Between Terror and Sanctity: the Life and Destiny of Ilya Bunakov-Fondaminsky (1880–1942)." Политическая концептология: журнал метадисциплинарных исследований, no. 3 (October 15, 2023): 143–50. http://dx.doi.org/10.18522/2949-0707.2023.4.143150.

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The article examines the life path of the Russian intellectual and politician Ilya Isidorovich Fondaminsky (1880–1942; literary and political pseudonym “Bunakov”). Coming from a Jewish merchant family, Fondaminsky was unable, due to the “Jewish quota”, to get a decent education in Russia and, after graduating from a private gymnasium, went to study philosophy and history at the Universities of Berlin and Heidelberg, where his professors were Kuno Fischer, Wilhelm Windelband, Heinrich Thode. After returning to Russia in 1904, he became one of the leaders of the Moscow committee of the Party of

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Asan, Elmaz. "Elite culture of Early Modern Crimean Khanate: Western Travellers' Perceptions." Bitig Edebiyat Fakültesi Dergisi 4, no. 7 (2024): 31–42. http://dx.doi.org/10.69787/bitigefd.1413754.

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The statehood of the Crimean Tatars indigenous people of Crimea is little known worldwide. In the era of the Crimean Khanate, the Crimean Tatars cultivated elite culture characterised by a synthesis of European customs and Islamic religious traditions. The term "elite culture" refers specifically to the cultural society of the established aristocracy, the educated upper class, political influencers, and individuals active in fields such as education, art, literature, architecture, philosophy and the military. Elite culture in the Crimean Khanate can be described as the confluence of various in

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Hod, Borys, та Nataliia Hod. "SPIRITUALITY IN THE EDUCATIONAL TRADITION OF HUMANISTS OF THE EPOСHE OF THE EUROPEAN REVIVAL (END OF XIV – XVI CENTURY)". Aesthetics and Ethics of Pedagogical Action, № 18 (9 вересня 2018): 56–69. http://dx.doi.org/10.33989/2226-4051.2018.18.176316.

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In connection with the integration of Ukraine into the European community, there is a need for a more substantive study of the European experience of education and upbringing, in particular the legacy of representatives of «Christian humanism». European humanism had a common Renaissance foundation, but the emphasis in different currents did not coincide.The religious and philosophical movement «devoteo moderna» (founder G. Grote) was propagated in Germany and the Netherlands. Its representatives supported the individualization of education, moral perfection of the individual through persistent

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Gross, Eduardo. "A FILOSOFIA TEOLÓGICA DE FILIPE MELANCHTON: ESTUDOS CONTEMPORÂNEOS, LEGADO E RELEVÂNCIA PARA A FILOSOFIA DA RELIGIÃO." Síntese: Revista de Filosofia 44, no. 140 (2018): 481. http://dx.doi.org/10.20911/21769389v44n140p481/2017.

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Resumo: Filipe Melanchthon é um pensador praticamente desconhecido no Brasil, particularmente no âmbito dos estudos filosóficos. Tendo sido um dos principais representantes dos ideais da Reforma protestante no século 16, em geral é lembrado apenas como um colaborador de Lutero. Entretanto, Melanchthon foi um intelectual multidisciplinar, formado a partir dos ideais do humanismo renascentista, tendo publicado abundantemente em diversas áreas, como estudos de línguas (particularmente latim e grego), análise literária de obras da antiguidade clássica, astrologia, astronomia, história, educação, r

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Kotin, Igor Yu, and Ekaterina D. Aloyants. "Century of Indology at the University of Hamburg." Vestnik of Saint Petersburg University. Asian and African Studies 13, no. 1 (2021): 91–102. http://dx.doi.org/10.21638/spbu13.2021.106.

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The article is devoted to the development of Indology at the University of Hamburg and analyzes the contribution of Hamburg Indologists to the study of ancient and medieval India and the study of modern languages and literature of India in the discipline’s development in the sister city of St. Petersburg. The authors note that the development of Indology has a long history in Germany and the uniqueness of the Hamburg school is observed. Germany had more than forty Indology departments in the 19th century, much more than Great Britain then had. The teaching of Indian languages in Hamburg began

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Rodríguez, Yésica. "Kierkegaard y Kant: educación para la ética." Trilhas Filosóficas 11, no. 1 (2018): 125–54. http://dx.doi.org/10.25244/tf.v11i1.3036.

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Resumen: El presente artículo pretende realizar una aproximación entre los pensamientos éticos de Kant y Kierkegaard concentrándonos en los conceptos de educación y libertad. Para ello pondremos foco en el pensamiento práctico desarrollado por el filósofo alemán en el año 1790, al cual denominamos la segunda ética kantiana, y en la primera autoría kierkegaardiana, es decir, O lo uno o lo otro (1843) y El concepto de angustia (1844). Consideramos que estos dos periodos, en ambos autores, nos brindan la posibilidad de encontrar puntos de contactos que nos permiten sostener que la ética que Kierk

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Rethy, Robert. "German Philosophy." Teaching Philosophy 12, no. 3 (1989): 263–66. http://dx.doi.org/10.5840/teachphil198912365.

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Saibekov, M. "ANALYSIS OF THE ISIDORE OF SEVILLE’S METHOD BASED ON HIS CREATIVE WORKS ETYMOLOGIAE, DIFFERENTIAE, DE SUMMO BONO." Philosophical Horizons, no. 48 (July 31, 2024): 27–39. http://dx.doi.org/10.33989/2075-1443.2024.48.308042.

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Problem’s statement. This article is the result of a study of the historical context in which Isidore of Seville is inserted as an author, as the creator of a unique method, which became the result of his hard work. But in order to describe the method of Isidore of Seville, it is necessary to outline the range of problems that arise before us. Due to serious political and social upheavals in the Western Roman Empire, the preservation of education comes to the fore. The need for “Christianization,” on the contrary, fades into the background. The authors of this period perceived the works of the

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Sample, Matthew, Sebastian Sattler, Stefanie Blain-Moraes, David Rodríguez-Arias, and Eric Racine. "Do Publics Share Experts’ Concerns about Brain–Computer Interfaces? A Trinational Survey on the Ethics of Neural Technology." Science, Technology, & Human Values 45, no. 6 (2019): 1242–70. http://dx.doi.org/10.1177/0162243919879220.

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Since the 1960s, scientists, engineers, and healthcare professionals have developed brain–computer interface (BCI) technologies, connecting the user’s brain activity to communication or motor devices. This new technology has also captured the imagination of publics, industry, and ethicists. Academic ethics has highlighted the ethical challenges of BCIs, although these conclusions often rely on speculative or conceptual methods rather than empirical evidence or public engagement. From a social science or empirical ethics perspective, this tendency could be considered problematic and even techno

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Zolotukhin, Vsevolod. "Benjamin Constant as a philosopher of religious sentiment." St. Tikhons' University Review 114 (August 30, 2024): 83–98. http://dx.doi.org/10.15382/sturi2024114.83-98.

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The paper deals with Benjamin Constant’s philosophy of religious sentiment. Constant is known primarily as political philosopher defender of Liberalism; at the same time, during his life Constant was interested in religion. The paper follows development of Constant’s views till his Athenaeum Lectures of 1818 and mature opus magnum “On Religion” (5 vols., 1824–1831). Constant’s philosophy of religious sentiment in many traits differs of the similar projects that were elaborated in the German-speaking space. Constant visited Germany for a long time, accordingly, he was acquainted with German-spe

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Wolfe, Judith. "The Eschatological Turn in German Philosophy." Modern Theology 35, no. 1 (2018): 55–70. http://dx.doi.org/10.1111/moth.12460.

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Euchner, Eva-Maria. "Regulating islamic religious education in German states." Zeitschrift für Vergleichende Politikwissenschaft 12, no. 1 (2017): 93–109. http://dx.doi.org/10.1007/s12286-017-0371-8.

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Brundage, James A. "Schools and Schooling in Late Medieval Germany: Regensburg, 1250-1500. (Education and Society in the Middle Ages and Renaissance, 33). David L. Sheffler." Speculum 84, no. 3 (2009): 771–73. http://dx.doi.org/10.1017/s003871340021004x.

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Kryshtop, Lyudmila. "«Enthusiasm» in the Philosophy of German Enlightenment." Ideas and Ideals 15, no. 3-2 (2023): 323–41. http://dx.doi.org/10.17212/2075-0862-2023-15.3.2-323-341.

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The article concerns the origin and development of the concept of "enthusiasm" in German philosophy, starting from the Reformation and ending with the philosophy of I. Kant. This concept is key to the philosophy and theology of the German Enlightenment. At the moment, the philosophical and even more theological thought of the Enlightenment in Germany is studied very little. At the same time, new studies of this period have appeared abroad in the last few decades. For the most part, these studies are aimed at identifying the key ideas of the German Enlightenment and clarifying the formation and

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Gaus, Ralf. "Global (Citizenship) Education as inclusive and diversity learning in Religious Education." Journal of Religious Education 69, no. 2 (2021): 179–92. http://dx.doi.org/10.1007/s40839-021-00142-w.

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AbstractSchool education is no longer just the place where students are supposed to deal with local phenomena and issues, but also with global ones. Every subject in German schools, such as Religious Education, has to make its own contribution to the Global Education of students. The goals of interest and educational policy associated with this vary. As a result of the AGENDA 21 process, Global Education has been implemented in German curricula, as in many other countries. This article assumes that Religious Education achieves its goal precisely when it is designed to be inclusive and students

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Davis, Andrew. "Defending religious pluralism for religious education." Ethics and Education 5, no. 3 (2010): 189–202. http://dx.doi.org/10.1080/17449642.2010.519138.

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Partenheimer, David. "The Education of Henry Adams in German Philosophy." Journal of the History of Ideas 49, no. 2 (1988): 339. http://dx.doi.org/10.2307/2709504.

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Ren, Liang. "The Inspiration of German Civic Education to China’s Ideological and Political Education Work." World Journal of Educational Research 11, no. 5 (2024): p153. http://dx.doi.org/10.22158/wjer.v11n5p153.

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German civic education has undergone a complex development process and has a long history. Through the analysis and study of the basic profile of German civic education, it is clear that the characteristics of German civic education: focusing on the democratic nature of education, focusing on the practical experience of the citizens, emphasizing the citizens’ sense of rights and responsibilities and strengthening the influence of religious education, has a multifaceted significance for promoting the further development of the theory and practice of ideological and political education in China.

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Ren, Liang. "The Inspiration of German Civic Education to China’s Ideological and Political Education Work." World Journal of Educational Research 10, no. 6 (2023): p236. http://dx.doi.org/10.22158/wjer.v10n6p236.

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German civic education has undergone a complex development process and has a long history. Through the analysis and study of the basic profile of German civic education, it is clear that the characteristics of German civic education: focusing on the democratic nature of education, focusing on the practical experience of the citizens, emphasizing the citizens’ sense of rights and responsibilities and strengthening the influence of religious education, has a multifaceted significance for promoting the further development of the theory and practice of ideological and political education in China.

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Wittmer, Fabius, and Christian Waldhoff. "Religious Education in Germany in Light of Religious Diversity: Constitutional Requirements for Religious Education." German Law Journal 20, no. 7 (2019): 1047–65. http://dx.doi.org/10.1017/glj.2019.76.

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AbstractIn Article 7, paragraph 3, the German Constitution provides that religious education shall be a part of the curriculum of public school. This is one of the three approaches of dealing with religious education existing today. Originally, religious education as a regular subject at public schools in Germany was only offered by the two Christian Churches—Catholic and Protestant. As the number of Christians decreased and the number of Muslims increased, the demand for Islamic religious education at public schools grew. Therefore, the question arose whether the constitutional law concerning

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Aleknavičienė, Ona. "Kalba ir tapatybė Kristijono Gotlybo Milkaus žodyno Littauisch-deutsches und Deutsch-littauisches Wörter-Buch (1800) pratarmėse: diskurso analizė." Archivum Lithuanicum, no. 23 (December 31, 2021): 101–36. http://dx.doi.org/10.33918/26692449-23004.

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Language and Identity in the Forewords to Christian Gottlieb Mielcke’s Dictionary Littauisch -deutsches und Deutsch - littauisches Wörter - Buch (1800): Discourse Analysis S u m m a r y The article deals with the discourse pertaining to the ties between the Lithuanian language and identity in the Prussian Kingdom at the cusp of the 18th and the 19th centuries. The main sources here are four forewords to Christian Gottlieb Mielcke’s (Lith. Kristijonas Gotlybas Milkus) dictionary Littauisch-deutsches und Deutsch-littauisches Wörter-Buch (1800) as monologue texts sharing the following elements: (

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Domsel, Maike Maria. "Drifting away from religion? a perspective from German teacher education." IJoReSH: Indonesian Journal of Religion, Spirituality, and Humanity 1, no. 2 (2022): 123–45. http://dx.doi.org/10.18326/ijoresh.v1i2.123-145.

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Due to the dynamic situations in Germany and other Western European countries, the break with religious traditions has been already completely achieved and a far-reaching spiritual-religious plurality has been formed. Against this backdrop of a multitude, in part contradictory, spiritual signs of the times, even prospective teachers of religion can no longer assume an already established and reflected spiritual-religious identity. The following article indeed will deeply explore and interpret personal and professional experiences through self-reflection and writing and relate these, for exampl

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Vlieghe, Joris. "Religious education or education about religion?" Ethics and Education 14, no. 2 (2019): 241–46. http://dx.doi.org/10.1080/17449642.2019.1587687.

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Gunzel, A. "Nationalization of Religious Parental Education? The German Circumcision Case." Oxford Journal of Law and Religion 2, no. 1 (2013): 206–9. http://dx.doi.org/10.1093/ojlr/rws066.

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Kohler‐Spiegel, Helga. "Religious education in state schools in German‐speaking Switzerland." Journal of Beliefs & Values 26, no. 2 (2005): 171–78. http://dx.doi.org/10.1080/13617670500164403.

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