Indian society enables upward mobility

Speaker theme
Wed 03.06.2009

18.15
to
7.45 p.m.

Prof. Dr. Dr. Peter Alheit
(University of Göttingen)

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"The symbolic power of knowledge. Exclusion mechanisms of the university habitus."

Of course, the talk of the university habitus is polemical. There is no such thing as habit. We know that different specialist cultures develop their own habitual quirks: the doctors, the lawyers, the economists, and certainly also the theologians. The announced lecture builds on the general experience of a group of students who are neglected in research: those students who are internationally referred to as non-traditionalals - people who came to the university on a second or third educational path and this institution spontaneously experienced as strange, unrealistic and presumptuous.

German universities, this is the result of an international comparative study that the lecture will present, are surrounded by an aura of exclusivity - regardless of what you are studying. People who come to the university from non-academic backgrounds creep feelings of inferiority when they sit in seminars. You feel stupid, too old, inflexible, not part of it.

It actually seems to be a university habitus, a symbolic power of knowledge that surrounds the strange excellence of German universities. And that is what distinguishes them from Danish, Swedish or Finnish universities, and especially from universities in Great Britain.

Lecture presentation as PDF download

Speaker theme
Mon. June 24, 2009

18.15
to
7.45 p.m.

Prof. Dr. Horst Friedrich Rolly
(Theological University of Friedensau)

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"Education and Social Inequality in India."

The question asked again and again in country-specific contexts, whether education consolidates existing inequalities or contributes to equalization or to the social and economic upward mobility of low income groups, is not easy to answer in relation to India. The policy of reserving 50% of the places in the public and state-subsidized private education system has significantly increased the chances of education and corresponding qualified employment for the target groups of the Scheduled Castes and Tribes and Other Backward Classes, but prevent the unilateral use of this measure, regional ones Disparities and the gravity of obsolete traditions lead to a sustainable democratization of the education system and the labor market in the Indian performance society. This lecture will focus on the social inequality in rural India and present the results of our own empirical research to improve the school situation of working children and children who are partly bonded.

date Speaker theme
Wed. May 13, 2009

18.15
to
7.45 p.m.

Prof. Dr. Christian Reutlinger
(IFSA Rohrschach)

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"Educational sites, spaces and landscapes reflected in inequality."

Education has become spatial! Or to put it more moderately, spatial terms and concepts have found their way into the educational discourse and have been propagated as innovative since the mid-1990s: In response to the generally discussed crisis of the formal education system (keyword PISA), for example, spatial models of local educational landscapes are responded to, which is supposed to network all educational actors in districts with one another. With the focus on inequality, the lecture discusses the problems of non-reflective handling of spatial concepts and models using the example of the (control) political-programmatic concept of local, communal or regional educational landscapes from a spatial theoretical perspective. Particularly for disadvantaged children and young people, it is important to outline an enabling perspective on informal educational spaces. By appropriating and shaping their world, they increasingly seem to cope with their everyday lives with forms (coping cards) that remain hidden or invisible with the previous educational spatial concepts.

date Speaker theme
Wed. 04/22/2008

18.15
to
7.45 p.m.

Prof. Dr. Christian Palentien,
(University of Bremen)

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"Poverty and Education."

More recent studies of poverty research show that the proportion of children and young people living in poverty in Germany is continuously increasing. In addition, an increasing number of middle-class families and single women are at risk of poverty. The focus of the lecture is this sharp increase in the proportion of children and young people affected by poverty in the population. After a brief overview of the situation of the spread of poverty, the question is asked how poverty affects children and young people in the areas of school education and what role schools play today in their consolidation. It is shown that despite numerous educational policy and pedagogical endeavors, a cycle has not yet succeeded, which has the consequence that the opportunities of disadvantaged children due to their family background are often reduced before they enter the school system and solidified over time, to break through.

Lecture presentation as PDF download

date Speaker theme
Mon 12 January 2009

18.15
to
7.45 p.m.

Prof. Dr. Dr. Peter Alheit
(University of Göttingen)

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"Critique of the classical socialization theories. Are there alternatives to the conceptualization of the relationship between the individual and society?"
(canceled due to illness)

Professor Alheit will speak in our faculty on January 12th on the subject of “Critique of Classical Theories of Socialization - Are There Alternatives to Conceptualizing the Relationship between Individuals and Society?”. As an internationally known biography researcher, he will ask whether the conventional theories of socialization can theoretically and empirically still adequately grasp the mutual relationship between the individual and society. With the theory of the biographical developed by him and his research group, he opposes the socialization discourse with an alternative. Professor Alheit, a trained sociologist and educationalist, holds the chair for general pedagogy with a focus on extracurricular pedagogy at the pedagogical seminar of the Georg-August-Universität Göttingen.

date Speaker theme
Wed. 01/28/2008

18.15
to
7.45 p.m.

Prof. Dr. Albert Scherr
(PH Freiburg)

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"Processes of Moral Learning."

Socialization theoretical considerations on the situation of social groups affected by disadvantages and social exclusion traditionally follow a view that assumes that problematic living conditions produce problematic personality structures and behaviors. Such a point of view should be questioned in the lecture. It should be shown that a contemporary socialization theory and research is well advised to take a critical distance from variants of a social-theoretical determinism and to locate oneself reflexively in the context of the processes of generating generalized suspicion of disadvantaged social groups.

date Speaker theme
Wed. 11/05/2008

18.15
to
7.45 p.m.

Prof. Dr. Hermann Veith
(University of Göttingen)

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"Between unrestrained greed and autonomous self-determination. Basic questions of modern socialization theory."

At every turn, people have to deal with social norms and cultural values. In Western societies, adolescents are even expected to develop into independently thinking and self-determined personalities in the socialization process with simultaneous pedagogical support and control. This process is as risky as it is multifaceted and complex. Accordingly, there is not just one theory of socialization, but very different explanatory approaches, which will be briefly presented in the lecture.

Lecture presentation as PDF download

date Speaker theme
Wed. December 1st, 2008

18.15
to
7.45 p.m.

Prof. Dr. Gertrud Nunner-Winkler
(University of Munich)

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"Processes of Moral Learning."

Contrary to Kohlberg's theory, moral knowledge and moral motivation represent two independent dimensions. Using data from a longitudinal study in which I was able to examine the development of moral motivation in a representative sample of initially 200 four-year-old children up to the age of 22, some learning mechanisms outlined, which can explain the universal early acquisition of moral knowledge as well as the delayed differential build-up - and also breakdown - of moral motivation.

date Speaker theme
Wed. 06/25/2008

18.15
to
7.45 p.m.

Carmen Stadelhofer
(Center for General Scientific Further Education at Ulm University)

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"New forms of learning in old age."

The findings of both gerontological and more recent brain research confirm that learning is possible into old age. Lifelong learning has also become a necessity if older adults want to participate in social developments. Under these premises, new forms of learning in the advanced training of older people gain great importance: Away from the traditional, receptive forms of learning ("Nuremberg funnel") to forms of learning, methods and places of learning that see themselves as "enabling spaces" that give the learner "space" to bring their own experiences, abilities and skills into the learning process and enable him / her to largely determine the goals, content and methods of learning together with others. Communication and cooperation are then important bridging pillars in this new learning culture, which encompasses all learning fields. The new means of communication, especially the Internet, play a major role in this.

date Speaker theme
Wed. 06/11/2008, 6.15pm
-7.45 p.m.

PD. Dr. Helmut Bremer
(University of Hamburg)

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"'The apple doesn't fall far from the tree - or does it?"

What people make of themselves, what biography they take and where they are going, today more than ever has to do with their educational path. It is sometimes assumed that through prosperity and the individualization and pluralization of life situations, there are significantly more opportunities open to everyone today.

But how big is the extent of these possibilities really? This question will be explored in the lecture with reference to the concept of “social milieus”. Using research findings on educational behavior, it is shown to what extent educational careers today, especially in young and middle adulthood, are still limited by or differ from the milieu of origin.

Lecture presentation as PDF download

date Speaker theme
Wed. 04/23/2008, 6.15pm
-7.45 p.m.

Prof. Dr. Ursula Carle
(University of Bremen)

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"Developing transition skills with children up to school entry"

From the family to the crèche, from the crèche to the kindergarten, from the kindergarten to the school, institutional transitions not only mark the transition from one institution to the next.

In addition to the theory-based modeling of the transition phenomenon, empirical studies show how children and adults cope with transitions and use their transition skills for future situations.

The first lecture in the 2008 summer semester is devoted to transitions from birth to school entry and, after a brief theoretical overview, asks how children can develop transitional skills and what support they should receive from adults.

(Lecture presentation as PDF download)

date Speaker theme
Wed 14.05.2008, 18.15-
7.45 p.m.

Dr. N. Gaupp,
(Scientific advisor at the German Youth Institute in Munich)

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"Secondary school pupils on the way from school to the world of work - results from the DJI transition panel"

The transition from school to work is becoming increasingly longer and more complicated for educationally disadvantaged young people. Using data from the DJI transition panel, the lecture examines the question of how the transition paths of adolescents with secondary school education are designed and what are the determinants of successful or unsuccessful transitions.

(Lecture presentation as PDF download)