Eckhardt Fuchs Knihy

Konnen wir unserer schulischen Bildung und unseren Bildungsmedien (noch) trauen? Und was heisst es eigentlich konkret, diesen staatlich autorisierten Instanzen und Medien Vertrauen zu schenken? Nach einem Uberblick zum Thema aus theoretischer und empirischer Perspektive wird die Frage des Vertrauens in die gesellschaftliche Institution der Bildung in den Blick genommen. Aus biografietheoretischer Perspektive wird zudem beleuchtet, wie Vertrauen und Selbstvertrauen in individuellen Bildungsprozessen als soziale Ressource fungieren. Auch wird untersucht, wie beispielsweise Bildungsmedien anhand ihrer Vermittlungsstrategien, Verwendung und Aneignung Vertrauen oder auch Misstrauen erzeugen. Nicht zuletzt wird die Frage nach Vertrauen und Kontrolle im Kontext digitaler Bildung und digitaler Bildungsmedien gestellt.

Bildungsgeschichte International Journal for the Historiography of Education 2-2020 Aus dem Inhalt Beiträge (Mette Buchardt, Guest editor) – Social histories of Bildung between universal and national ambitions and global emergences – Schleiermacher’s educational theory as a social concept of Bildung – The alleged universality of Bildung – A brief history of a hidden national grammar – The German concept of Bildung in Imperial Japan. Reception through the prism of the Kyoto School – Between dannelse and “real life”. National Cultural Christianity in a Nordic Cold War education reform process Debatte – Cultural history of Why and how? Kulturgeschichte der Erziehung und Warum und wie? Kolumne – David F. What we missed when schools closed Vorschau auf 1-2021 “The discussion attempts to answer the following what does the global excitement in educational research regarding the Corona crisis tell us about our particular discipline and the ways in which thinking, research and communication are practiced? What is our own historical and epistemological selfunderstanding, which has seduced or even forced us to make strange commitments to areas in which we probably have no place and certainly no expertise and no reason to cooperate with?” (The editors)

The volume provides a systematic view on recent and contemporary research into textbooks in a range of contexts. As well as exploring the historical development and the design of textbooks and issues around the teaching of specific subjects, it examines aspects of textbooks relating to cognitive psychology and the influence of textbooks on the learning process. The authors investigate textbooks as foci of teachers’ and learners’ expectations, their use and the extent to which they meet the challenges of migration and the inclusion of children with disabilities in schools. The recommendations with which the volume concludes provide educational practitioners with guidance for using educational media in the classroom and education policymakers with encouragement to establish the trends the volume describes at the top of the research and education policy agenda.