Media Pedagogy of Adolf Reichwein : What Does \u27Resistance\u27Mean in Education?

Adolf Reichwein (1898-1944) was a professor of the Teacher College at Jena in the Weimar Era, but he lost as a left-wing liberalist his job as the Nazis came to power. Refusing an offer from a Turkish university, he became a teacher at one-class primary school of a small villege near Berlin. He developed there a remarkable concept of media education which was based on film and print media, and on a project-oriented concept of teaching. He also published two books about his practice, in which we can read, through thick comouflage, his intention of resistance against the Nazi-Regime. At 1939 he became director of the school department of the Ethnological Museum in Berlin and engaged in a resistance group which would commit failed bomb assasination against Hitler at the 20. July 1944. Among many, Reichwein also was arrested and execused. In my paper I attempt to reconstruct the historical context of Reichwein\u27s activities in Nazi Era, that is : ruling power of propaganda which tends to predetermine the level of conception of the people. Media pedagogy of Reichwein directed against the ruling power of propaganda; his media pedagogy sought further a base of the resistance against the propaganda in the aesthetic-experimental relationship with the world which should be guaranteed in media. This paper found in Reichwein\u27s media pedagogy an actuality which goes beyond the repressional regime of the Nazis and is concerned precisely in our situation of the ""age of propaganda""

Cellular adverse actions of dibromoacetonitrile, a by-product in water bacterial control, at sublethal levels in rat thymocytes

The aim of this study was to investigate the effects of dibromoacetonitrile (DBAN), a by-product in water bacterial control, at sublethal concentrations on rat thymocytes, by using a cytometric technique with appropriate fluorescent dyes. By using this method, the possibility that DBAN induces cellular actions related to oxidative stress was assessed. DBAN reduced the content of cellular nonprotein thiols under Zn2+-free conditions. It elevated the intracellular level of Zn2+, being independent from external Zn2+. DBAN increased cell vulnerability to the cytotoxic action of hydrogen peroxide. These actions of DBAN were likely related to oxidative stress. DBAN is formed by the reaction of bromides and chlorinated oxidants during water disinfection. Hydrolysis of 2,2-dibromo-3-nitrilopropionamide, an antimicrobial used in hydraulic fracturing fluids for production of shale gas and oil, produces DBAN. Therefore, the concern regarding the levels of DBAN in industrial water systems is necessary to avoid the environmental risk to humans and wild mammals

Academic Pedagogy and Art Education in Weimar-Era Germany : What difficulties and possibilities did aesthetics bring into education?

This paper attempts to elucidate the relationship between academic pedagogy and art education in Weimar-Era Germany. It starts with the presentation of issues (I), followed by the discussion in which it is recognized that it was not until the Weimar Era that pedagogy courses were established in German Universities, and that many of those courses were occupied by researchers who supported "pedagogy as a human science" (Geisteswissenschaftliche Padagogik) (II). Based on the above-mentioned discussion, this paper next reviews the relationship between pedagogy as a human science and art education, focusing on three periods : 1920-22,1926-28,and 1932-33 (III-V). Art education in the 1920-22 period generated radical arguments, which questioned traditional intergenerational relationships and school education by directly connecting the aesthetic dimension and education (III). Such radical arguments were integrated into the framework of the "educational movement" of pedagogy as a human science-the educational movement that placed emphasis on the logic of education-while the controversy regarding the limits of education gained momentum in the 1926-28 period (this integration was especially apparent in Theodor Litt\u27s thought) (IV). During the 1920-22 period, however, pedagogy as a human science introduced a concept that attempted to realize "folk community" (Volksgemeinschaft) by transforming hierarchical society and hierarchical culture through a direct connection between the aesthetic dimension and education. The concept was especially notable in the field of social education. During the 1926-28 period, the same concept emerged as a culturecriticizing, society-reforming argument in the "educational movement." which emphasized the logic of movement (this emergence was especially apparent in the thoughts of Herman Nohl and Wilhelm Flitner), confronting the conservative framework of the "educational movement". In an attempt to resolve this dilemma of academic pedagogy in terms of the aesthetic dimension, Ernst Krieck presented the idea of the "education of Muse" (musische Erziehung) from the outside of the framework of the pedagogy as a human science. However, Krieck\u27s thought in the 1932-33 period had an apparent connection with Nazism (V). The dilemma that the educational movement was experiencing was most obvious in terms of the aesthetic dimension. It can be concluded that, to resolve the dilemma by breaking down the framework of the educational movement, or the framework of academic pedagogy, an idea that ended up connecting itself with Nazism was generated in pedagogy (VI)

Cetylpyridinium chloride at sublethal levels increases the susceptibility of rat thymic lymphocytes to oxidative stress

Cetylpyridinium chloride (CPC) is an antimicrobial agent used in many personal care products, with subsequent release into the environment. Since CPC is found at low concentrations in river and municipal wastewater, its influence on wildlife is of concern. Therefore, in this study, we used flow cytometry to examine the effects of sublethal concentrations of CPC on rat thymic lymphocytes in order to characterize the cellular actions of CPC at low concentrations in the presence and absence of H2O2-induced oxidative stress. CPC treatment increased the population of living cells with phosphatidylserine exposed on the outer surface of their plasma membranes (a marker of early stage apoptosis), elevated intracellular Zn2+ levels, and decreased the cellular content of nonprotein thiols. CPC also potentiated the cytotoxicity of H2O2. Our results suggest that, even at environmentally relevant sublethal concentrations, CPC exerts cytotoxic effects under oxidative stress conditions by increasing intracellular Zn2+ concentration and decreasing the cellular content of nonprotein thiols. These findings indicate that, under some in vitro conditions, CPC is bioactive at environmentally relevant concentrations. Therefore, CPC release from personal care products into the environment may need to be regulated to avoid its adverse effects on wildlife