Pedagogy as self-reference in external-reference - conceptual-historical theory figures in the discourse of modernity

Die Ausweisung der Pädagogik als Selbstbezug im Fremdbezug verweist auf einen Grunddualismus inmitten derer die Menschheitsgeschichte generell verankert ist: die Stellung des Menschen zwischen Bindung an Natur und Befreiung aus Natur, zwischen Bindung an Kultur und Befreiung aus Kultur. Die Menschheitsgeschichte als Kampf mit den Natur- und Kulturbindungen zu lesen, gehorcht dabei kei­ner fortschrittsideologischen Lesart, sondern sucht vielmehr formale Kriterien der Beschreibung. Dass diese je nach Perspektive, je nach Fragestellung unterschiedlich sind, ist plausibel. Für die Pädagogik als Wissenschaft von Erziehung und Bildung in Praxis muss dieser die Menschheitsgeschichte grundlegende Dualismus for­mal wie folgt präzisiert werden: Im Erziehungsbegriff geht es strukturell um das Verhältnis von Bewirkt-Sein und Wirken, also um Unterweisungsformen, die auf selbstständige Sozial-Werdung hingehen. Die pädagogische Frage inkorporiert hier das Problem von Zwang und Freiheit mit Blick auf Gesellschaft, auf Kultur abgebildet im Verhältnis Erzieher und Zögling. Damit formuliert sich im Erziehungshandeln das pädagogische Problem als Frage, wie Selbstverwirklichung unter der Bedingung funktionaler Zu­griffe institutioneller und gesellschaftlicher Macht hergestellt werden kann. Dagegen bearbeitet der Bildungsbegriff das Wechselverhältnis von Gebildet-Werden und Selbstbil­dung. Strukturell geht es in diesem Bezugsverhältnis um Prozesse, die auf Individualität zielen. Das pädagogische Problem ist hier die Frage, wie in Bildungsprozessen, in Prozessen der Auseinander­setzung mit den Sachen und dem Anderen, ein Selbstverhältnis aufgebaut werden kann. Ein Verhält­nis zu sich selbst heißt bildungstheoretisch gesprochen: Bildungsgüter nicht nur zu erfassen, sondern zu ergreifen, sich ihrer zu bemächtigen. Die formale Beschreibung von Erziehung und Bildung als Verhältnisbegriffe, als Selbstbezug im Fremdbezug, impliziert für pädagogische Theoriebildung zunächst, dass die Spannungsbegriffe zu ermitteln sind, innerhalb derer die Begriffe von Erziehung und Bildung konstituiert werden. Des Weiteren heißt es aber auch und zentral, auszuarbeiten, wie der zugrundeliegende Dualismus in ein Theoriekonzept für Erziehung und Bildung überführt wird. Für die Moderne beschränke ich mich dabei auf Jean-Jacques Rousseau, Immanuel Kant, Friedrich Schiller, Wilhelm von Humboldt und Enrique Dussel. Mit den gewählten Bezugsautoren lässt sich zeigen, dass die pädagogischen Fragen von Selbstverwirklichung und Selbstbildung mit sehr unterschiedlichen Figuren der Dualität grundgelegt sind und damit auch unterschiedliche und zum Teil divergierende Theoriekonzeptionen des Pädagogi­schen zur Folge haben. (Autor)The designation of pedagogy as self-reference within the frame of external-reference points to a fundamental dualism within which, generally, human history is anchored: the position of man between his attachment to and liberation from nature, between attachment to and liberation from culture. Reading the history of mankind as a struggle against natural and cultural ties does not follow any ideologically-progressive scheme of reading, but rather searches for formal criteria of description. It is plausible that this varies, depending on perspective or the kind of question one raises. For pedagogy, as practical science of education and formation, this fundamental dualism of the history of mankind has to be specified as follows: Structurally, the term of education is about the relationship between what has been effected and effecting, which means it deals with forms of instruction being directed towards becoming socially-independent. In this context, the pedagogical question incorporates the problem of coercion and freedom, taking into perspective social and cultural aspects represented in the educator-pupil relation. In the educational act, the pedagogical problem will be formulated as to how self-realization can be produced on condition of functional access of institutional and social power. In contrast, the formation term operates on the correlation of being-formed and self-formation. Within this frame, this relationship structurally deals with processes which focus on individuality. In this context, the pedagogical problem is the question of how, in educational processes and in processes of arguing about the „Thing“ and the „Other“, a self-relationship can be established. The formal description of education and formation as correlative terms, as self-reference in the external-reference, implies, in view of the formation of an educational theory, that „tension terms“, within which the concepts of education and formation constituted, have to be determined. Furthermore, it also implies to work out how the underlying dualism can be transformed into a theoretical approach in regard to education and formation. As for modernity, I will confine myself to deal with the works of Jean-Jacques Rousseau, Immanuel Kant, Friedrich Schiller, Wilhelm von Humboldt and Enrique Dussel. Focusing on those authors, it can be illustrated that the pedagogical questions of self-realization and self-formation are founded on very different figures of duality and, therefore, will result in different and sometimes divergent conceptions of the pedagogical theory. (Author

The need for a cultural based Educational Research

Zunächst werden die zentralen Begriffe des Titels – Kultur und Bildung – expliziert. Bei beiden Begriffen geht um keine inhaltliche Bestimmung, sondern vielmehr sollen die den Begriffen zugehörenden Struktur- und Formmomente dargelegt werden. Die Autorin bezieht sich dabei auf die neukantianischen Autoren Georg Simmel, Ernst Cassirer und Richard Hönigswald. Auf dieser Grundlage entwickelt sie ein Konzept kulturwissenschaftlicher Bildungsforschung und stellt die These auf, dass Bildungsforschung ohne die kulturwissenschaftliche Rahmung gar nicht erst zu betreiben ist. Am Ende erfolgt ein Ausblick auf die Grenzen und Möglichkeiten, kulturwissenschaftliche Bildungsforschung international zu betreiben. (Autorin

Limits of Time-Reversal Violating Interaction from Compound Nuclear Experiments

Mean square matrix elements of the time reversal invariance violating (TRIV) interaction between the compound nuclear states are calculated within the statistical model, using the explicit form of the TRIV interaction via the $\rho$-meson exchange. From the comparison of the calculated values with the data known for $p+ ^{27}Al \Leftrightarrow ^{24}Mg + \alpha$ reaction, and for $\gamma$-correlation measurements in $^{113}Cd(n,\gamma)^{114}Cd$ process, the bounds on the TRIV constant are obtained {\bar g}_{\rho} \alt 1.8 \times 10^{-2} and {\bar g}_{\rho} \alt 1.1 \times 10^{-2}. The sensitivity of the recently proposed detailed balance test experiments on isolated resonances in $^{32}S$ to the value of ${\bar g}_{\rho}$ is shown to be as high as to reach values ${\bar g}_{\rho} \sim 10^{-4}$.Comment: Phys. Lett. B; to be published, 16 pages, REVTEX 3, no figure

Infrared Spectroscopy of Small Astrophysically Relevant Molecules

Zugleich: Dissertation, Universität Kassel, 202

Towards a Formal Specification Framework for Manufacturing Execution Systems

Manufacturing Execution Systems (MES) optimize production and business processes at the same time. However, the engineering and specification of MES is a challenging, interdisciplinary process. Especially IT and production experts with different views and background have to cooperate. For successful and efficient MES software projects, misunderstandings in the specification process have to be avoided. Therefore, textual specifications need to be complemented by unambiguous graphical models, reducing the complexity by integrating interdisciplinary views and domain specific terms based on different background knowledge. Today's modeling notations focus on the detailed modeling of a certain domain specific problem area. They do not support interdisciplinary discussion adequately. To bridge this gap a novel MES Modeling Language (MES-ML) integrating all necessary views important for MES and pointing out their interdependencies has been developed. Due to its formal basis, comparable and consistent MES-models can be created for specification, standardization, testing, and documentation of MES software. In this paper, the authors present the formal basis of the modeling language and its core notation. The application of MES-ML is demonstrated taking a yogurt production as an example. Finally, the authors give some evaluation results that underline the effectiveness and efficiency of this new modeling approach with reference to four applications in industrial MES-projects in the domain of discrete and hybrid manufacturing.Comment: 10 pages, https://ieeexplore.ieee.org/abstract/document/614565

Comparison of the chloroplast peroxidase system in the chlorophyte Chlamydomonas reinhardtii, the bryophyte Physcomitrella patens, the lycophyte Selaginella moellendorffii and the seed plant Arabidopsis thaliana

<p>Abstract</p> <p>Background</p> <p>Oxygenic photosynthesis is accompanied by the formation of reactive oxygen species (ROS), which damage proteins, lipids, DNA and finally limit plant yield. The enzymes of the chloroplast antioxidant system are exclusively nuclear encoded. During evolution, plastid and mitochondrial genes were post-endosymbiotically transferred to the nucleus, adapted for eukaryotic gene expression and post-translational protein targeting and supplemented with genes of eukaryotic origin.</p> <p>Results</p> <p>Here, the genomes of the green alga <it>Chlamydomonas reinhardtii</it>, the moss <it>Physcomitrella patens</it>, the lycophyte <it>Selaginella moellendorffii </it>and the seed plant <it>Arabidopsis thaliana </it>were screened for ORFs encoding chloroplast peroxidases. The identified genes were compared for their amino acid sequence similarities and gene structures. Stromal and thylakoid-bound ascorbate peroxidases (APx) share common splice sites demonstrating that they evolved from a common ancestral gene. In contrast to most cormophytes, our results predict that chloroplast APx activity is restricted to the stroma in Chlamydomonas and to thylakoids in Physcomitrella. The moss gene is of retrotransposonal origin.</p> <p>The exon-intron-structures of 2CP genes differ between chlorophytes and streptophytes indicating an independent evolution. According to amino acid sequence characteristics only the A-isoform of Chlamydomonas 2CP may be functionally equivalent to streptophyte 2CP, while the weakly expressed B- and C-isoforms show chlorophyte specific surfaces and amino acid sequence characteristics. The amino acid sequences of chloroplast PrxII are widely conserved between the investigated species. In the analyzed streptophytes, the genes are unspliced, but accumulated four introns in Chlamydomonas. A conserved splice site indicates also a common origin of chlorobiont PrxQ.</p> <p>The similarity of splice sites also demonstrates that streptophyte glutathione peroxidases (GPx) are of common origin. Besides a less related cysteine-type GPx, Chlamydomonas encodes two selenocysteine-type GPx. The latter were lost prior or during streptophyte evolution.</p> <p>Conclusion</p> <p>Throughout plant evolution, there was a strong selective pressure on maintaining the activity of all three investigated types of peroxidases in chloroplasts. APx evolved from a gene, which dates back to times before differentiation of chlorobionts into chlorophytes and streptophytes, while Prx and presumably also GPx gene patterns may have evolved independently in the streptophyte and chlorophyte branches.</p

An object-oriented approach for parallel self adaptive mesh refinement on block structured grids

Self-adaptive mesh refinement dynamically matches the computational demands of a solver for partial differential equations to the activity in the application's domain. In this paper we present two C++ class libraries, P++ and AMR++, which significantly simplify the development of sophisticated adaptive mesh refinement codes on (massively) parallel distributed memory architectures. The development is based on our previous research in this area. The C++ class libraries provide abstractions to separate the issues of developing parallel adaptive mesh refinement applications into those of parallelism, abstracted by P++, and adaptive mesh refinement, abstracted by AMR++. P++ is a parallel array class library to permit efficient development of architecture independent codes for structured grid applications, and AMR++ provides support for self-adaptive mesh refinement on block-structured grids of rectangular non-overlapping blocks. Using these libraries, the application programmers' work is greatly simplified to primarily specifying the serial single grid application and obtaining the parallel and self-adaptive mesh refinement code with minimal effort. Initial results for simple singular perturbation problems solved by self-adaptive multilevel techniques (FAC, AFAC), being implemented on the basis of prototypes of the P++/AMR++ environment, are presented. Singular perturbation problems frequently arise in large applications, e.g. in the area of computational fluid dynamics. They usually have solutions with layers which require adaptive mesh refinement and fast basic solvers in order to be resolved efficiently