Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Education in Europe - a Transcultural Challenge

100%
Wulf C.
Journal of Pedagogy
|
2011
|
vol. 2
|
issue 1
29-43
2
Publication available in full text mode
Content available

The Birth as a Rite of Passage from Man to Father

100%
Wulf C.
Journal of Gender and Power
|
2015
|
vol. 3
|
issue 1
11-23
EN
The article shows that the birth of a child is not just a physical, but also a social and cultural event. It might be considered as a rite of passage that turns women into mothers and men into fathers, and both into parents. For men, the birth of a child is a significant change in life that is commonly taken for granted. As a result, life for most men changes fundamentally with the birth of a child. In addition, many fathers see the pregnancy, birth and the months thereafter as an extremely important time in their lives, during which they turn from a man into a father. Simultaneously, many of them embrace the fact of what an enrichment the children are for their own personal development. In these months the fathers are undergoing consequent transformation processes which demand certain efforts and are sometimes painful. In the process, they train new practices of fatherhood in the familiar living together.
3
Publication available in full text mode
Content available

The Dispute about the Future: Anthropocene and Sustainability as a Challenge

100%
Wulf C.
Kultura i Edukacja
|
2021
|
issue 4(134)
13-24
EN
The upcoming transformations of today’s societies into sustainable societies pose numerous problems. To avoid the destruction of the foundations of life in the Anthropocene, a profound social and cultural transformation encompassing all areas of life is required. To know how this can be accomplished requires extensive research and knowledge, the reliability of which plays an important role. The more open and diverse the global world becomes, the more difficult it is to determine which facts are important and what consequences can be drawn from them for human action. Instead of a reflexive approach to the results of scientific research, today one often encounters a populist approach to science. Its results are used to support preconceived opinions. One is not interested in new findings but aims at the disparagement of people of other opinions and their hateful insult. A destructive division of society is the result of the debates that are so important for the future of humanity.
4
Content available remote

Komunikační praktiky v rámci kultury školy: uplatňování kultury uznání a respektu

51%
Wulf C., Bittner M., Clemens I., Kellermann I.
Studia paedagogica
|
2011
|
issue 1
71-87
EN
Our aim in this article is to outline the specific forms of communication in a school with reference to the practical knowledge of a phenomenon that we call a culture of recognition and esteem. We analyze the verbal, non-verbal, semiotic, discursive and mimetic aspects of communication practices and show their social functions within the school we observed. It is necessary to understand and analyze recognition and esteem as praxis, i.e. as an ensemble of intentional as well as unintentional pedagogical practices. These practices constitute a culture of recognition and esteem that furnishes those involved in a school with a reference framework and performative space. The inquiry is applied to an inner-city primary school in a socio-economically problematic district. The data have been produced within a cooperative programme of ethnographic research that has lasted more than twelve years and was initiated in the context of the Berlin Ritual Study at the Free University of Berlin. As fieldwork was restricted in terms of time and thematic focus, we followed a specific dimension of school ethnography. Our findings are based not only upon observation but also upon the recording on video of pedagogical practices. Our systematization of recognition and esteem shows a potentiality to describe a phenomenon without reducing its complexity and highlights the hard work implicit to pedagogical praxis.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.