Pedagogy of Equality and Respect in School and in Adult Education

Svi odgojni akteri koji sudjeluju u pedagoškoj interakciji, bez obzira radi li se o učiteljima ili učenicima, trebaju (i očekuju) uvažavanje koncepcije interkulturalnosti. Koliko i na koji način trebaju biti uvažavani i do koje mjere mogu postići jednakost i uvažavanje u pedagoškoj interakciji, temeljno je pitanje ovog rada. Tematika rada ima za cilj dokazati da su jednakost i uvažavanje više od same metode. Oni predstavljaju temeljno stajalište koje je mnogo više od nastavne aktivnosti učenja i koje je višestruko djelotvorno.Beteiligte an pädagogischen Interaktionen benötigen Anerkennung – gleichgültig, ob es sich um Lehrende oder Lernende handelt. Wie sie erteilt werden sollte, wie sie eingeholt werden kann, darum geht es in diesem Aufsatz. Dabei wird herausgearbeitet, dass Anerkennung mehr ist als eine Methode, vielmehr als Basis-Haltung zu verstehen ist , die weit über das Lehr-Lerngeschehen hinaus Wirkung zeigt.All educational stakeholders, teachers and students alike, who participate in pedagogical interactions require (or expect) the concept of interculturalism to be respected. How much and in what way it should be respected and to what extent equality and recognition in the pedagogical interaction can be achieved, is a fundamental question posed in this paper. It further aims to confirm that equality and recognition are more than just a method. They represent a fundamental standpoint which is much more than the mere activity of learning and as such efficient on multiple levels

Coaching in Different Pedagogical Fields of Action

Coaching gewinnt in verschiedenen pädagogischen Handlungsfeldern immer mehr an Bedeutung. Der Text greift drei Handlungsfelder auf: Beratung, Unterricht und psychosoziale Animation. Dabei führt er vor, wie Coaching wirken kann. Nach einer Darstellung des “Klienten-Coachings” als Spezialfall wird die Relevanz eines ressourcenorientierten Herangehens an die Lerner herausgestellt, um schließlich den Konstruktivismus als angemessene Referenztheorie zu diskutieren. Der Text schließt mit Forderungen an die akademische Erziehungswissenschaft, das Wissens- und Handlungsfeld Coaching mit mehr systematischer Aufmerksamkeit zu bedenken.Coaching dobiva sve veće značenje u raznim područjima pedagoškoga djelovanja. Tekst obuhvaća tri područja djelovanja: savjetovanje, nastavu i psihosocijalnu animaciju. Pritom prikazuje kako coaching može djelovati. Nakon predstavljanja coaching-a za klijenta kao posebnog slučaja naglašava se važnost pristupa studentu usmjerenog na resurse. Potom se diskutira konstruktivizam kao primjerena referentna teorija. Na kraju se postavlja zahtjev pred akademske odgojne znanosti o potrebi sustavnijeg i pažljivijeg promišljanja coaching-a kao znanstvenog područja i područja djelovanja.Coaching is gaining increasing importance in different pedagogical fields of action. This paper studies three of these fields of action – counselling, lessons, psychosocial animation – in order to show how coaching can work. After a description of “client-coaching” as a special case, the relevance of a resource-oriented approach to learners is emphasised. Subsequently, the role of constructivism is discussed as an appropriate theory of reference. The text concludes with the request that academic educational sciences pay more systematic attention to the coaching fi eld of knowledge and action

Intellectuals and school

In dem Aufsatz geht es um das ambivalente Verhältnis von Intellektuellen zur Schule und vice versa. Basierend auf den spezifi schen Selbstbeschreibungen von Intellektuellen, die sich mit den Begriffen Wahrheit, Vernunft und Humanität überschreiben lassen, wird dafür plädiert, dass sich Schule verstärkt darum bemüht, Intellektuelle als Dialogpartner und Ratgeber für den institutionellen und pädagogischen Entwicklungsprozess zu gewinnen. Aber auch umgekehrt wird die Empfehlung artikuliert, dass sich Intellektuelle (wieder) stärker mit Schule und schulpädagogischen Themen auseinandersetzen, wie das in den siebziger Jahren des zwanzigsten Jahrhunderts einmal der Fall war. Das Gegenüber von zentripetalen und zentrifugalen Intellektuellen-Typen wird entwickelt. Bedeutende Intellektuelle werden vorgestellt, deren Wirken international von weitreichender pädagogischer Bedeutung war. Letztlich wird deutlich, dass es das Pendeln zwischen Drinnen und Draußen, zwischen Inklusion und Exklusion ist, was den Intellektuellen prädestiniert, pädagogisch innovativ zu sein. Exemplarisch kann das an den beiden Schulprojekten „Glocksee“ und „Laborschule Bielefeld“ entfaltet werden, die ohne ihre Initiatoren und intellektuellen Begleiter Oskar Negt und Hartmut von Hentig kaum denkbar sind.Ovaj se rad bavi ambivalentnim odnosom intelektualaca prema instituciji škole i obrnuto. Na temelju specifi čnih samoopisa intelektualaca koji se mogu sažeti kroz pojmove istine, razuma i humanosti autor smatra da bi institucija škole trebala uložiti veći napor kako bi pridobila intelektualce kao partnere u dijalogu i kao savjetnike u institucionalnom i pedagoškom razvojnom procesu. Preporuka je upućena i drugoj strani, odnosno intelektualcima, koji bi se (više) trebali pozabaviti temama škole i školske pedagogije, kao što je to bio slučaj sedamdesetih godina dvadesetog stoljeća. Autor razvija suprotstavljene tipove centripetalnih i centrifugalnih intelektualaca i predstavlja značajne intelektualce čije je djelovanje bilo od dalekosežnog pedagoškog značaja na međunarodnoj razini. Na kraju postaje jasno da je stalno kretanje od unutarnjeg ka vanjskom, od inkluzije prema ekskluziji i natrag, ono što intelektualce predodređuje da budu pedagoški inovativni. Ovo je vidljivo na primjerima školskih projekata „Glocksee“ i „Laborschule Bielefeld“, koje je nemoguće zamisliti bez njihovih inicijatora i intelektualnih savjetnika Oskara Negta i Hartmuta von Hentiga.This paper addresses the ambivalent relationship between intellectuals and the institution of school. Based on the specific self-descriptions of intellectuals which can be summarized through the concepts of truth, reason and humanity, the author calls on the institution of school to make an increased effort into winning intellectuals as partners in dialogue and advisors for the institutional and pedagogical developmental process. On the other hand, intellectuals are encouraged to take a (more) active role in the topics related to school and school pedagogy, as was the case in the 70ies of the 20th century. The author develops the oppositeness of centripetal and centrifugal types of intellectuals and presents important intellectuals whose work had far-reaching benefi ts for education on an international level. Finally, it is clear that that the side-to-side pendulum motion between the inside and the outside and between inclusion and exclusion is what predetermines intellectuals to innovate. The examples of the two school projects - Glocksee and Laborschule Bielefeld – shows that they would be hard to imagine without their initiators and scientific advisors Oskar Negt and Hartmund von Hentig

Intellectuals and school

In dem Aufsatz geht es um das ambivalente Verhältnis von Intellektuellen zur Schule und vice versa. Basierend auf den spezifi schen Selbstbeschreibungen von Intellektuellen, die sich mit den Begriffen Wahrheit, Vernunft und Humanität überschreiben lassen, wird dafür plädiert, dass sich Schule verstärkt darum bemüht, Intellektuelle als Dialogpartner und Ratgeber für den institutionellen und pädagogischen Entwicklungsprozess zu gewinnen. Aber auch umgekehrt wird die Empfehlung artikuliert, dass sich Intellektuelle (wieder) stärker mit Schule und schulpädagogischen Themen auseinandersetzen, wie das in den siebziger Jahren des zwanzigsten Jahrhunderts einmal der Fall war. Das Gegenüber von zentripetalen und zentrifugalen Intellektuellen-Typen wird entwickelt. Bedeutende Intellektuelle werden vorgestellt, deren Wirken international von weitreichender pädagogischer Bedeutung war. Letztlich wird deutlich, dass es das Pendeln zwischen Drinnen und Draußen, zwischen Inklusion und Exklusion ist, was den Intellektuellen prädestiniert, pädagogisch innovativ zu sein. Exemplarisch kann das an den beiden Schulprojekten „Glocksee“ und „Laborschule Bielefeld“ entfaltet werden, die ohne ihre Initiatoren und intellektuellen Begleiter Oskar Negt und Hartmut von Hentig kaum denkbar sind.Ovaj se rad bavi ambivalentnim odnosom intelektualaca prema instituciji škole i obrnuto. Na temelju specifi čnih samoopisa intelektualaca koji se mogu sažeti kroz pojmove istine, razuma i humanosti autor smatra da bi institucija škole trebala uložiti veći napor kako bi pridobila intelektualce kao partnere u dijalogu i kao savjetnike u institucionalnom i pedagoškom razvojnom procesu. Preporuka je upućena i drugoj strani, odnosno intelektualcima, koji bi se (više) trebali pozabaviti temama škole i školske pedagogije, kao što je to bio slučaj sedamdesetih godina dvadesetog stoljeća. Autor razvija suprotstavljene tipove centripetalnih i centrifugalnih intelektualaca i predstavlja značajne intelektualce čije je djelovanje bilo od dalekosežnog pedagoškog značaja na međunarodnoj razini. Na kraju postaje jasno da je stalno kretanje od unutarnjeg ka vanjskom, od inkluzije prema ekskluziji i natrag, ono što intelektualce predodređuje da budu pedagoški inovativni. Ovo je vidljivo na primjerima školskih projekata „Glocksee“ i „Laborschule Bielefeld“, koje je nemoguće zamisliti bez njihovih inicijatora i intelektualnih savjetnika Oskara Negta i Hartmuta von Hentiga.This paper addresses the ambivalent relationship between intellectuals and the institution of school. Based on the specific self-descriptions of intellectuals which can be summarized through the concepts of truth, reason and humanity, the author calls on the institution of school to make an increased effort into winning intellectuals as partners in dialogue and advisors for the institutional and pedagogical developmental process. On the other hand, intellectuals are encouraged to take a (more) active role in the topics related to school and school pedagogy, as was the case in the 70ies of the 20th century. The author develops the oppositeness of centripetal and centrifugal types of intellectuals and presents important intellectuals whose work had far-reaching benefi ts for education on an international level. Finally, it is clear that that the side-to-side pendulum motion between the inside and the outside and between inclusion and exclusion is what predetermines intellectuals to innovate. The examples of the two school projects - Glocksee and Laborschule Bielefeld – shows that they would be hard to imagine without their initiators and scientific advisors Oskar Negt and Hartmund von Hentig

A novel camera type for very high energy gamma-ray astronomy based on Geiger-mode avalanche photodiodes

Geiger-mode avalanche photodiodes (G-APD) are promising new sensors for light detection in atmospheric Cherenkov telescopes. In this paper, the design and commissioning of a 36-pixel G-APD prototype camera is presented. The data acquisition is based on the Domino Ring Sampling (DRS2) chip. A sub-nanosecond time resolution has been achieved. Cosmic-ray induced air showers have been recorded using an imaging mirror setup, in a self-triggered mode. This is the first time that such measurements have been carried out with a complete G-APD camera.Comment: 9 pages with 11 figure

ŠKOLA KAO ŽIVOTNA VRIJEDNOST

Der Autor erinnert an ein Bildungsideal, der mit dem, was im Zuge der Bewertung von PISA-Ergebnissen diskutiert wird, kaum kompatibel ist: die reformpädagogische Betonung von “Kopf, Herz und Hand”. In der Folge geht es ihm um die Reflexion der Frage, wie die Schule lebenswert gemacht werden kann. Dabei werden zum einen die räumlichen Rahmungen, zum anderen die Kompetenzen der Lehrenden thematisiert. In einem weiteren Kapitel wird mit der Frage provoziert, ob die „Zwergschule“ wiederzubeleben sei, ehe am Ende in Stichworten zusammengetragen wird, welches Profil Lehrerinnen und Lehrer heute haben sollten, damit sie ihren Teil zu einer “lebenswerten Schule” leistenAutor podsjeća na obrazovni ideal reformske pedagogije u kojem je naglasak na „glavu, srce i ruke“, a koji se gotovo u potpunosti suprotstavlja onome o čemu se raspravlja u projektu PISA. Stoga se postavlja pitanje kako školu učiniti vrijednu opstanka. Postavljajući to pitanje autor raspravlja o fizičkom izgledu škole i kompetencijama učitelja. Slijedi provokativno pitanje može li se oživjeti „škola s jednom prostorijom“. Rad završava listom kompetencija koje učitelj danas treba posjedovati kako bi mogao doprinijeti školi čiji je opstanak vrijedan

ŠKOLA KAO ŽIVOTNA VRIJEDNOST

Der Autor erinnert an ein Bildungsideal, der mit dem, was im Zuge der Bewertung von PISA-Ergebnissen diskutiert wird, kaum kompatibel ist: die reformpädagogische Betonung von “Kopf, Herz und Hand”. In der Folge geht es ihm um die Reflexion der Frage, wie die Schule lebenswert gemacht werden kann. Dabei werden zum einen die räumlichen Rahmungen, zum anderen die Kompetenzen der Lehrenden thematisiert. In einem weiteren Kapitel wird mit der Frage provoziert, ob die „Zwergschule“ wiederzubeleben sei, ehe am Ende in Stichworten zusammengetragen wird, welches Profil Lehrerinnen und Lehrer heute haben sollten, damit sie ihren Teil zu einer “lebenswerten Schule” leistenAutor podsjeća na obrazovni ideal reformske pedagogije u kojem je naglasak na „glavu, srce i ruke“, a koji se gotovo u potpunosti suprotstavlja onome o čemu se raspravlja u projektu PISA. Stoga se postavlja pitanje kako školu učiniti vrijednu opstanka. Postavljajući to pitanje autor raspravlja o fizičkom izgledu škole i kompetencijama učitelja. Slijedi provokativno pitanje može li se oživjeti „škola s jednom prostorijom“. Rad završava listom kompetencija koje učitelj danas treba posjedovati kako bi mogao doprinijeti školi čiji je opstanak vrijedan

Earth magnetic field effects on the cosmic electron flux as background for Cherenkov Telescopes at low energies

Cosmic ray electrons and positrons constitute an important component of the background for imaging atmospheric Cherenkov Telescope Systems with very low energy thresholds. As the primary energy of electrons and positrons decreases, their contribution to the background trigger rate dominates over protons, at least in terms of differential rates against actual energies. After event reconstruction, this contribution might become comparable to the proton background at energies of the order of few GeV. It is well known that the flux of low energy charged particles is suppressed by the Earth's magnetic field. This effect strongly depends on the geographical location, the direction of incidence of the charged particle and its mass. Therefore, the geomagnetic field can contribute to diminish the rate of the electrons and positrons detected by a given array of Cherenkov Telescopes. In this work we study the propagation of low energy primary electrons in the Earth's magnetic field by using the backtracking technique. We use a more realistic geomagnetic field model than the one used in previous calculations. We consider some sites relevant for new generations of imaging atmospheric Cherenkov Telescopes. We also study in detail the case of 5@5, a proposed low energy Cherenkov Telescope array.Comment: To appear in Astroparticle Physic

A Site Evaluation Campaign for a Ground Based Atmospheric Cherenkov Telescope in Romania

Around the world, several scientific projects share the interest of a global network of small Cherenkov telescopes for monitoring observations of the brightest blazars - the DWARF network. A small, ground based, imaging atmospheric Cherenkov telescope of last generation is intended to be installed and operated in Romania as a component of the DWARF network. To prepare the construction of the observatory, two support projects have been initiated. Within the framework of these projects, we have assessed a number of possible sites where to settle the observatory. In this paper we submit a brief report on the general characteristics of the best four sites selected after the local infrastructure, the nearby facilities and the social impact criteria have been applied.Comment: 6 pages, 5 Postscript figure

FACT -- the First Cherenkov Telescope using a G-APD Camera for TeV Gamma-ray Astronomy (HEAD 2010)

Geiger-mode Avalanche Photodiodes (G-APD) bear the potential to significantly improve the sensitivity of Imaging Air Cherenkov Telescopes (IACT). We are currently building the First G-APD Cherenkov Telescope (FACT) by refurbishing an old IACT with a mirror area of 9.5 square meters and construct a new, fine pixelized camera using novel G-APDs. The main goal is to evaluate the performance of a complete system by observing very high energy gamma-rays from the Crab Nebula. This is an important field test to check the feasibility of G-APD-based cameras to replace at some time the PMT-based cameras of planned future IACTs like AGIS and CTA. In this article, we present the basic design of such a camera as well as some important details to be taken into account.Comment: Poster shown at HEAD 2010, Big Island, Hawaii, March 1-4, 201