«Ethics, Religions, Community» as a learning field for professional ethos

Eine besondere Herausforderung für das professionelle Ethos von Lehrpersonen im Fach «Ethik, Religionen, Gemeinschaft» (ERG) bilden normative Grundannahmen in Bezug auf religiöse und ethische Sachverhalte. Eine zentrale Aufgabe der Ausbildung besteht deshalb darin, den angehenden Lehrpersonen ihre eigenen Standpunkte, Überzeugungen und Vorannahmen in weltanschaulichen Fragen bewusst zu machen, damit sie in der Lage sind, einen fachdidaktisch wie auch menschlich angemessenen Unterricht durchzuführen. Der Beitrag stellt zunächst die Relevanz für das Fach dar, bietet danach einen Überblick über relevante empirische Erkenntnisse und fachdidaktische Konzepte und stellt schließlich Beispiele aus der Ausbildung an der Pädagogischen Hochschule Luzern vor. (DIPF/Orig.)A particular challenge for the professional ethos of teachers in the subject of «Ethics, Religions, Community» are normative assumptions with regard to religious and ethical issues. An important task of initial teacher education is therefore to make pre-service teachers become aware of their own points of view, beliefs, and assumptions in questions of worldviews so that they are capable of conducting teaching that is appropriate for the subject and the students. The article first presents the relevance to the subject and then provides an overview of relevant empirical findings and methodological concepts. For the purpose of illustration, it thereafter presents examples from the teacher preparation programme at the University of Teacher Education in Lucerne

Ethik, Religionen, Gemeinschaft» als Lernfeld für das professionelle Ethos von Lehrpersonen

Eine besondere Herausforderung für das professionelle Ethos von Lehrpersonen im Fach «Ethik, Religionen, Gemeinschaft» (ERG) bilden normative Grundannahmen in Bezug auf religiöse und ethische Sachverhalte. Eine zentrale Aufgabe der Ausbildung besteht deshalb darin, den angehenden Lehrpersonen ihre eigenen Standpunkte, Überzeugungen und Vorannahmen in weltanschaulichen Fragen bewusst zu machen, damit sie in der Lage sind, einen fachdidaktisch wie auch menschlich angemessenen Unterricht durchzuführen. Der Beitrag stellt zunächst die Relevanz für das Fach dar, bietet danach einen Überblick über relevante empirische Erkenntnisse und fachdidaktische Konzepte und stellt schließlich Beispiele aus der Ausbildung an der Pädagogischen Hochschule Luzern vor

Representations and concepts of professional ethos among Swiss religious education teacher trainers

Over the past two decades, the organisation of religious education classes in Switzerland has undergone profound reforms. Amid the increasing secularisation and pluralisation of the religious landscape, many cantons have introduced a compulsory course that falls under the responsibility of the state and is aimed at teaching basic knowledge about a variety of religions. These reforms have enabled a harmonisation of the syllabi for religious education across the country and have prompted the adaptation of teacher training programmes. Because of the many diverse social expectations surrounding these new courses and the diverse academic tra- ditions in the field of religious education, however, a unified conception of these courses is still absent. In this article, we discuss the ongoing construction of religious education teachers’ professional ethos within this fluid context. In particular, we discuss the perspective of teacher trainers on pragmatic questions concerning religious plurality and the place of teachers’ and pupils’ personal (religious) experiences in the classroom, and pay attention to different representations of ‘religion’ and distinct ideas regarding the purpose of these courses as they have a major impact on the professional attitudes expected from teachers. Keywords: professional ethos; teacher trainers; Switzerland; concepts of religion; impartialit

Evolution inter- und transdisziplinär erschliessen: Das Potenzial philosophischer Gespräche im (naturwissenschaftlichen) Unterricht

Itdb Inter- und transdisziplinäre Bildung, Vol. 1 (2021), S. 86-99Die fehlende Akzeptanz der Evolution sowie die Entwicklung adäquater naturwissenschaftlicher Vorstellungen gelten im Biologieunterricht als grosse Herausforderung. Der Einbezug verschiedener Perspektiven auf die Thematik mithilfe der Methode des Philosophierens scheint ein vielversprechender Lösungsansatz zu sein. Der vorliegende Artikel stellt das Potenzial philosophischer Gespräche im Kontext eines inter- uns transdisziplinären Unterrichts dar und erläutert dieses anhand eines aktuellen Forschungsprojektes zur Evolution

Reality bites: The limits of framing effects for salient and contested policy issues

A large literature argues that public opinion is vulnerable to various types of framing and cue effects. However, we lack evidence on whether existing findings, which are typically based on lab experiments involving low-salience issues, travel to salient and contentious political issues in real-world voting situations. We examine the relative importance of issue frames, partisan cues, and their interaction for opinion formation using a survey experiment conducted around a highly politicized referendum on immigration policy in Switzerland. We find that voters responded to frames and cues, regardless of their direction, by increasing support for the position that is in line with their pre-existing partisan attachment. This reinforcement effect was most visible among low knowledgeable voters that identified with the party that owned the issue. These results support some of the previous findings in the political communication literature, but at the same time also point toward possible limits to framing effects in the context of salient and contested policy issues

Profound dysregulation of T cell homeostasis and function in patients with severe COVID‐19

Background: Coronavirus disease 2019 (COVID-19) is caused by infection with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and shows a broad clinical presentation ranging from asymptomatic infection to fatal disease. A very prominent feature associated with severe COVID-19 is T cell lymphopenia. However, homeostatic and functional properties of T cells are ill-defined in COVID-19. Methods: We prospectively enrolled individuals with mild and severe COVID-19 into our multicenter cohort and performed a cross-sectional analysis of phenotypic and functional characteristics of T cells using 40-parameter mass cytometry, flow cytometry, targeted proteomics, and functional assays. Results: Compared with mild disease, we observed strong perturbations of peripheral T cell homeostasis and function in severe COVID-19. Individuals with severe COVID-19 showed T cell lymphopenia and redistribution of T cell populations, including loss of naïve T cells, skewing toward CD4+ T follicular helper cells and cytotoxic CD4+ T cells, and expansion of activated and exhausted T cells. Extensive T cell apoptosis was particularly evident with severe disease and T cell lymphopenia, which in turn was accompanied by impaired T cell responses to several common viral antigens. Patients with severe disease showed elevated interleukin-7 and increased T cell proliferation. Furthermore, patients sampled at late time points after symptom onset had higher T cell counts and improved antiviral T cell responses. Conclusion: Our study suggests that severe COVID-19 is characterized by extensive T cell dysfunction and T cell apoptosis, which is associated with signs of homeostatic T cell proliferation and T cell recovery. Keywords: COVID-19; SARS-CoV-2; T cells; lymphopenia