Have spoken and written Cro Magnons
People and culture
The complementarity of the terms “culture” and “education” is at the center of the technical and scientific discourse on cultural education. As relatively open and context-related container terms, no conclusive, consensual definitions are to be expected. The following articles focus “culture” on anthropological as well as philosophical perspectives. “Culture” can be understood as the way in which man has made and is making the world his own. Dimensions of being human that represent the foundations and also the result of cultural educational processes, reflections on the genesis of the senses, on the intellectual and cultural history of aesthetic education and differences in the understanding of terms reflect an increasing differentiation and pluralization of the discourses.
25 posts in the subject area
By Barbara Hornberger (2016)
Informal Places, Informal Learning: Challenge for Arts Education
The subtle differences between U- and E-culture follow historically traditional, ideological and aesthetic guidelines. Precisely because the connection between culture and education is made strong, the concept of culture must be questioned about its implications, exclusions and evaluations as well as about its social concepts. It is necessary to see through this network in order to focus on the explicit and implicit mechanisms of distinction and to reflect on one's own position. It becomes all the more important and complicated if not only the institutions of formal and non-formal education are discussed, but the area of informal learning is to be included.
By Paul Mecheril (2015/2013)
Cultural and aesthetic education. Migration pedagogical remarks
The central subject of migration pedagogy is the discussion of the order of affiliation and the subjectivizing power emanating from them. The preoccupation with the question of how der and the national-ethno-cultural other is generated under the conditions of migration-related orders of belonging and how these orders are established in educational practices and educational institutional contexts, but also how they can be changed, to the central point of reference of migration-educationally informed aesthetic-cultural education.
By Annette Scheunpflug (2013/2012)
Arts education in the context of life science research and reflection
By Max Fuchs (2013/2012)
Cultural education as a human right?
The Universal Declaration of Human Rights (UDHR) was solemnly signed on December 10th, 1948 by the General AssemblytheUnitedNationsdecided. It is considered to be one of the most important documents of the 20th century. Their basic idea: All people are endowed with the same rights simply because of their human nature. These rights apply everywhere, they are universal, they are inalienable and indivisible. The value of this declaration can already be seen in the fact that it is recognized in principle (!) By each of the almost 200 countries that exist worldwide. It is politically, legally and philosophically extremely demanding - and it has legal force here.
By Andreas Mertin (2013/2012)
Religion - Arts - Education
Anyone who deals with culture under the aspect of education cannot ignore religions. Less in the sense of a commitment to a certain religion or even to an institutionalized religion than in the sense of the religiously inspired content of a large part of the culture from the beginnings of the Cro-Magnon man to the present of Homo sapiens sapiens.
By Petra Missomelius (2013/2012)
Digital media cultures
In the course of the appropriation of technologies, they lose their tool character and become inseparable components of human socialization and human existence. Processes of change continuously shape current digital media cultures. In addition to their transitory character, they are characterized by their temporary nature and changing content and usage structures. In addition, they are characterized by temporary media-technological forms of communication, increased complexity and a significant handling of private and public spaces.
By Volker Steenblock (2013/2012)
On the importance of cultural studies for cultural education
The term cultural education is used in the sense of aesthetic and musical education, i.e. to represent the meaning and tasks of the arts and their communication structures with regard to the development of human personality (Fuchs 2008a: 13). It relates, for example, to the fine arts, creative writing and performing arts (theater, dance), as they outgrow our living environment in a variety of initiatives. The concept of cultural education can also be used in a second sense as a basic category for determining the life-world tasks of the cultural sciences, understood as institutionalized forms of reflection on anthropologically anchored cultural activities of people, such as societies capable of science afford.
By Leopold Klepacki, Jörg Zirfas (2013/2012)
The history of aesthetic education
If one intends a historical reconstruction of aesthetic education, it seems essential to first develop a concept of this form of education. This is necessary because, firstly, there is no generally valid definition of “aesthetic education” and, secondly, because aesthetics in the literal sense only began in the 1750s - based on Alexander Gottlieb Baumgarten's (1714-1762) writing Aesthetica (2 vols. 1750-58) - came to fruition, but a reflection on aesthetics has been documented since ancient Greece.
By Max Fuchs (2013/2012)
Concepts of culture, modern culture, cultural change
“The word 'culture' is probably one of the most complex in our language” - this is how Terry Eagleton (2001: 7) begins his introduction to cultural theory. What is true of English is all the more true of the German language: the concept of culture is on everyone's lips. There is a “cultural turn” almost everywhere in the sciences (Bachmann-Medick 2006). The current boom of the concept of culture indicates that something is being captured with it that previous concepts and terms have apparently overlooked. Its versatile use in diverse practical and scientific contexts also suggests that one is dealing with a plurality of different definitions.
By Benjamin Jörissen (2013/2012)
Anthropologies of Mediumship
Given the importance of language, signs and images in human evolution and cultural history, it seems evident that media are an eminently anthropological topic. Nevertheless, there is no homogeneous or systematic “anthropology of the media” that could reliably inform us about the anthropological aspects of “the media”. And this is no coincidence: Since there is no general and generally recognized “theory of the media” - and there is possibly little prospect of such - the subject area of media-anthropological contributions is correspondingly extensive.
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