As possibilidades de diálogo pedagógico entre os campos da Educação Ambiental e Formação Humana nos cursos de Educação Física é objeto deste estudo. Buscando revisar e evidenciar os princípios e objetivos construídos historicamente da Educação Ambiental e a atual realidade da formação de professores, identificando os limites e possibilidades para a construção de uma proposta crítica pedagógica que altera a lógica na Formação de Professores em Educação Física a partir do tripé ensino, pesquisa e extensão e a Educação Ambiental.The possibilities (...) pedagogical of the dialogue between the fields of Human Environmental Education and Training courses in Physical Education is an object of this study. The objective is review and clear the principles and objectives of environmental education, identifying the limits and possibilities for building critical pedagogical proposal amending the logic in the courses of the physical education from the triad education, research and outreach and environmental education. (shrink)

In this paper the author presents two different modes of relationship between phenomenological psychopathology and philosophy. The dominant mode conforms to the medical-psychiatric discourse which takes pathological time experiences as negative deviations from the ‘normal’ and ‘adequate’ equivalent. In this mode phenomenological description of ‘disturbed’ time experiences requires philosophy to provide an insight into the ‘essence’ of time and an essentially adequate experience of time. Only such a philosophical insight can deliver a valid reference point for investigating what is really (...) missing in pathological time experiences. This philosophical reference point can either consist in a metaphysical-normative concept of time and time experiences, or in a transcendental concept of how normal and abnormal time experiences are constituted in the inner consciousness of time. There is another mode of relationship which conforms to Freud’s discovery that pathological symptoms are not just negative alterations of the ‘normal’ but hide an own ‘meaning’. The author makes the case for the use of philosophy to unveil the specific kind of meaning in pathological experiences of time. She refers to existential philosophy in this respect, and in particular to its concept of Angst as a fundamental philosophical experience. This allows for a hermeneutic approach to ‘disturbed’ time experiences. What looks from a pure psychiatric perspective to be a mere ‘disorder’ of the ‘normal’, becomes understandable as a specific form of ‘suffering from one’s own temporality’. She argues that people with disturbed time experiences are especially sensitive to anxiety-laden experiences of what it means to be temporal, whilst ‘normal’ people can screen them out in favor of a ‘mentally undisturbed’ everyday life. (shrink)

Der vorliegende Band enthält Predigten zu 56 Terminen des Jahres 1824 sowie ergänzend 28 dazugehörige Liederblätter Schleiermachers. Mit Ausnahme der zahlreichen Kasualpredigten und zweier im Urlaub gehaltener Kanzelreden ist Schleiermachers Predigttätigkeit damit für das genannte Jahr lückenlos dokumentiert. Die Editionsbasis bilden neben Drucktexten und einem Autograph Schleiermachers mehrheitlich die qualitativ hochwertigen Nachschriften des Theologiestudenten Johann Gottfried Andrae. Zu 22 Terminen existierte bislang keine Predigtveröffentlichung; zu 34 Terminen liegen bereits Drucke vor. Für 12 der insgesamt 15 von Schleiermacher selbst redigierten und (...) publizierten Texte konnte allerdings eine abweichende Vorlage ausgemacht und ediert werden, wodurch ein besonderes Licht auf seine Vorgehensweise bei der Herstellung der literarischen Predigten fällt. (shrink)

Wenige Themen begleiten das menschliche Denken so bestandig wie die Frage nach dem Unendlichen. Die Arbeit geht ihr in Schellings fruhen Schriften nach, indem sie die unendliche Sphare als Raum des absoluten Ichs mithilfe geometrischer Konzeptionen konturiert, die Konstruktion der Naturprodukte in Schellings Naturphilosophie mittels mathematischer Reihen prazisiert und die komplizierten Verhaltnisse der Identitatsphilosophie durch die Mathematik des Unendlichen erhellt.Die Studie verdeutlicht aber auch, wie bedeutsam die Philosophie fur die Mathematik ist. Nach wie vor scheidet die in der Antike bekannte (...) und fruhneuzeitlich heftig debattierte Frage nach der Existenz einer aktualen Unendlichkeit die Geister. Die Studie untersucht das Unendliche als unabschliessbaren Prozess und geschlossene Gesamtheit. Der Anspruch von Systemtheorien, bundige Erklarungsmodelle vorzulegen, ist offensichtlich nur unter der Annahme einer aktualen Unendlichkeit einlosbar. (shrink)

The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, are (...) all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined. (shrink)