Bildung als Krise

Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Koerrenz, Ralf - 1963- [verfasserIn]

Format:	E-Artikel
Sprache:	Deutsch

Erschienen:	2020

Schlagwörter:	Bildung / Krise / Paideia / Thora
Schlagwörter:	Alienation Bildung Crisis Entfremdung Exodus Krise Paideia Thora Torah

Übergeordnetes Werk:	Enthalten in: Zeitschrift für Pädagogik und Theologie - Berlin : de Gruyter, 2005, 72(2020), 4, Seite 458-471
Übergeordnetes Werk:	volume:72 ; year:2020 ; number:4 ; pages:458-471

Links:	Link aufrufen

DOI / URN:	10.1515/zpt-2020-0051

Katalog-ID:	1743118457

Internformat


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520			\|a Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis.
520			\|a The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice.
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Indexfelder

author_variant	r k rk
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publishDate	2020
allfields	10.1515/zpt-2020-0051 doi (DE-627)1743118457 (DE-599)KXP1743118457 DE-627 ger DE-627 rda ger 1 ssgn Koerrenz, Ralf 1963- verfasserin (DE-588)12280628X (DE-627)082166609 (DE-576)165980842 aut Bildung als Krise [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis. The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice. Alienation Bildung Crisis Entfremdung Exodus Krise Paideia Thora Torah s (DE-588)4006650-2 (DE-627)106376810 (DE-576)208866450 Bildung gnd s (DE-588)4033203-2 (DE-627)106258494 (DE-576)209000600 Krise gnd s (DE-588)4227953-7 (DE-627)104959967 (DE-576)210326794 Paideia gnd s (DE-588)4226122-3 (DE-627)104104767 (DE-576)210311568 Thora gnd (DE-627) Enthalten in Zeitschrift für Pädagogik und Theologie Berlin : de Gruyter, 2005 72(2020), 4, Seite 458-471 Online-Ressource (DE-627)786195606 (DE-600)2770480-4 (DE-576)406509247 2366-7796 nnns volume:72 year:2020 number:4 pages:458-471 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml Verlag GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_191 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2891 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2107 ISIL_DE-Frei160 AR 72 2020 4 458-471 2019 01 DE-Tü135 3826560922 00 --%%-- --%%-- --%%-- n l01 17-12-20 2107 01 DE-Frei160 4543067983 00 --%%-- --%%-- --%%-- --%%-- l01 28-06-24 2107 01 DE-Frei160 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml 2019 01 DE-Tü135 00 (DE-627)1442053712 ZF 2019 01 DE-Tü135 01 (DE-627)1442044128 HB
spelling	10.1515/zpt-2020-0051 doi (DE-627)1743118457 (DE-599)KXP1743118457 DE-627 ger DE-627 rda ger 1 ssgn Koerrenz, Ralf 1963- verfasserin (DE-588)12280628X (DE-627)082166609 (DE-576)165980842 aut Bildung als Krise [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis. The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice. Alienation Bildung Crisis Entfremdung Exodus Krise Paideia Thora Torah s (DE-588)4006650-2 (DE-627)106376810 (DE-576)208866450 Bildung gnd s (DE-588)4033203-2 (DE-627)106258494 (DE-576)209000600 Krise gnd s (DE-588)4227953-7 (DE-627)104959967 (DE-576)210326794 Paideia gnd s (DE-588)4226122-3 (DE-627)104104767 (DE-576)210311568 Thora gnd (DE-627) Enthalten in Zeitschrift für Pädagogik und Theologie Berlin : de Gruyter, 2005 72(2020), 4, Seite 458-471 Online-Ressource (DE-627)786195606 (DE-600)2770480-4 (DE-576)406509247 2366-7796 nnns volume:72 year:2020 number:4 pages:458-471 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml Verlag GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_191 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2891 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2107 ISIL_DE-Frei160 AR 72 2020 4 458-471 2019 01 DE-Tü135 3826560922 00 --%%-- --%%-- --%%-- n l01 17-12-20 2107 01 DE-Frei160 4543067983 00 --%%-- --%%-- --%%-- --%%-- l01 28-06-24 2107 01 DE-Frei160 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml 2019 01 DE-Tü135 00 (DE-627)1442053712 ZF 2019 01 DE-Tü135 01 (DE-627)1442044128 HB
allfields_unstemmed	10.1515/zpt-2020-0051 doi (DE-627)1743118457 (DE-599)KXP1743118457 DE-627 ger DE-627 rda ger 1 ssgn Koerrenz, Ralf 1963- verfasserin (DE-588)12280628X (DE-627)082166609 (DE-576)165980842 aut Bildung als Krise [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis. The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice. Alienation Bildung Crisis Entfremdung Exodus Krise Paideia Thora Torah s (DE-588)4006650-2 (DE-627)106376810 (DE-576)208866450 Bildung gnd s (DE-588)4033203-2 (DE-627)106258494 (DE-576)209000600 Krise gnd s (DE-588)4227953-7 (DE-627)104959967 (DE-576)210326794 Paideia gnd s (DE-588)4226122-3 (DE-627)104104767 (DE-576)210311568 Thora gnd (DE-627) Enthalten in Zeitschrift für Pädagogik und Theologie Berlin : de Gruyter, 2005 72(2020), 4, Seite 458-471 Online-Ressource (DE-627)786195606 (DE-600)2770480-4 (DE-576)406509247 2366-7796 nnns volume:72 year:2020 number:4 pages:458-471 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml Verlag GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_191 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2891 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2107 ISIL_DE-Frei160 AR 72 2020 4 458-471 2019 01 DE-Tü135 3826560922 00 --%%-- --%%-- --%%-- n l01 17-12-20 2107 01 DE-Frei160 4543067983 00 --%%-- --%%-- --%%-- --%%-- l01 28-06-24 2107 01 DE-Frei160 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml 2019 01 DE-Tü135 00 (DE-627)1442053712 ZF 2019 01 DE-Tü135 01 (DE-627)1442044128 HB
allfieldsGer	10.1515/zpt-2020-0051 doi (DE-627)1743118457 (DE-599)KXP1743118457 DE-627 ger DE-627 rda ger 1 ssgn Koerrenz, Ralf 1963- verfasserin (DE-588)12280628X (DE-627)082166609 (DE-576)165980842 aut Bildung als Krise [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis. The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice. Alienation Bildung Crisis Entfremdung Exodus Krise Paideia Thora Torah s (DE-588)4006650-2 (DE-627)106376810 (DE-576)208866450 Bildung gnd s (DE-588)4033203-2 (DE-627)106258494 (DE-576)209000600 Krise gnd s (DE-588)4227953-7 (DE-627)104959967 (DE-576)210326794 Paideia gnd s (DE-588)4226122-3 (DE-627)104104767 (DE-576)210311568 Thora gnd (DE-627) Enthalten in Zeitschrift für Pädagogik und Theologie Berlin : de Gruyter, 2005 72(2020), 4, Seite 458-471 Online-Ressource (DE-627)786195606 (DE-600)2770480-4 (DE-576)406509247 2366-7796 nnns volume:72 year:2020 number:4 pages:458-471 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml Verlag GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_191 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2891 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2107 ISIL_DE-Frei160 AR 72 2020 4 458-471 2019 01 DE-Tü135 3826560922 00 --%%-- --%%-- --%%-- n l01 17-12-20 2107 01 DE-Frei160 4543067983 00 --%%-- --%%-- --%%-- --%%-- l01 28-06-24 2107 01 DE-Frei160 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml 2019 01 DE-Tü135 00 (DE-627)1442053712 ZF 2019 01 DE-Tü135 01 (DE-627)1442044128 HB
allfieldsSound	10.1515/zpt-2020-0051 doi (DE-627)1743118457 (DE-599)KXP1743118457 DE-627 ger DE-627 rda ger 1 ssgn Koerrenz, Ralf 1963- verfasserin (DE-588)12280628X (DE-627)082166609 (DE-576)165980842 aut Bildung als Krise [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis. The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice. Alienation Bildung Crisis Entfremdung Exodus Krise Paideia Thora Torah s (DE-588)4006650-2 (DE-627)106376810 (DE-576)208866450 Bildung gnd s (DE-588)4033203-2 (DE-627)106258494 (DE-576)209000600 Krise gnd s (DE-588)4227953-7 (DE-627)104959967 (DE-576)210326794 Paideia gnd s (DE-588)4226122-3 (DE-627)104104767 (DE-576)210311568 Thora gnd (DE-627) Enthalten in Zeitschrift für Pädagogik und Theologie Berlin : de Gruyter, 2005 72(2020), 4, Seite 458-471 Online-Ressource (DE-627)786195606 (DE-600)2770480-4 (DE-576)406509247 2366-7796 nnns volume:72 year:2020 number:4 pages:458-471 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml Verlag GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_191 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2891 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2107 ISIL_DE-Frei160 AR 72 2020 4 458-471 2019 01 DE-Tü135 3826560922 00 --%%-- --%%-- --%%-- n l01 17-12-20 2107 01 DE-Frei160 4543067983 00 --%%-- --%%-- --%%-- --%%-- l01 28-06-24 2107 01 DE-Frei160 https://www.degruyter.com/view/journals/zpt/72/4/article-p458.xml 2019 01 DE-Tü135 00 (DE-627)1442053712 ZF 2019 01 DE-Tü135 01 (DE-627)1442044128 HB
language	German
source	Enthalten in Zeitschrift für Pädagogik und Theologie 72(2020), 4, Seite 458-471 volume:72 year:2020 number:4 pages:458-471
sourceStr	Enthalten in Zeitschrift für Pädagogik und Theologie 72(2020), 4, Seite 458-471 volume:72 year:2020 number:4 pages:458-471
format_phy_str_mv	Article
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selectbib_iln_str_mv	2019@01 2107@01
topic_facet	Alienation Bildung Crisis Entfremdung Exodus Krise Paideia Thora Torah
isfreeaccess_bool	false
container_title	Zeitschrift für Pädagogik und Theologie
authorswithroles_txt_mv	Koerrenz, Ralf @@aut@@
publishDateDaySort_date	2020-01-01T00:00:00Z
hierarchy_top_id	786195606
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language_de	deutsch
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author	Koerrenz, Ralf 1963-
spellingShingle	Koerrenz, Ralf 1963- ssgn 1 misc Alienation misc Bildung misc Crisis misc Entfremdung misc Exodus misc Krise misc Paideia misc Thora misc Torah gnd Bildung gnd Krise gnd Paideia gnd Thora Bildung als Krise
authorStr	Koerrenz, Ralf 1963-
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format	electronic Article
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last_changed_iln_str_mv	2019@17-12-20 2107@28-06-24
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topic_title	1 ssgn Bildung als Krise Alienation Bildung Crisis Entfremdung Exodus Krise Paideia Thora Torah s (DE-588)4006650-2 (DE-627)106376810 (DE-576)208866450 Bildung gnd s (DE-588)4033203-2 (DE-627)106258494 (DE-576)209000600 Krise gnd s (DE-588)4227953-7 (DE-627)104959967 (DE-576)210326794 Paideia gnd s (DE-588)4226122-3 (DE-627)104104767 (DE-576)210311568 Thora gnd (DE-627)
topic	ssgn 1 misc Alienation misc Bildung misc Crisis misc Entfremdung misc Exodus misc Krise misc Paideia misc Thora misc Torah gnd Bildung gnd Krise gnd Paideia gnd Thora
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title	Bildung als Krise
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title_full	Bildung als Krise
author_sort	Koerrenz, Ralf 1963-
journal	Zeitschrift für Pädagogik und Theologie
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title_sort	bildung als krise
title_auth	Bildung als Krise
abstract	Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis. The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice.
abstractGer	Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis. The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice.
abstract_unstemmed	Der Artikel entfaltet die These, dass „Bildung“ als Umgangsform mit Krise verstanden werden kann, wenn auf die beiden Deutungsmuster der Kollektivindividualität und der gegenwärtigenden Erinnerung im hebräischen Modell von „Bildung“ zurückgegriffen wird. Dieses realistische Verständnis von „Bildung“ ermöglicht eine andere Sichtweise auf die menschliche Existenz und die gegenwärtigen Herausforderungen der pädagogischen Praxis. The article expounds the thesis that “Bildung” can be understood as a way of dealing with a crisis if the two interpretative patterns of “collective individuality” (“Kollektivindividualität”) and “presenting recollection” (“gegenwärtigende Erinnerung”) in the Hebrew concept of “Bildung” are used. This realistic understanding of “Bildung” enables a different view of human existence and the present challenges of educational practice.
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title_short	Bildung als Krise
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