News
International Dialogues on Education: Past and Present
www.ide-journal.org
(since 2020: https://idejournal.org)
Dear Readers and Authors,
In the last NEWS of IDE-Journal from May 10, 2021 (see below) I had already informed you that I had handed over my function of Editor-in-Chief to Dr. David Wicks, Professor, Seattle Pacific University, USA (https://spu.edu/academics/school-of-education/graduate-programs/graduate-faculty-staff/wicks-david).
David Wicks and his team will maintain what is tried and tested and combine it with innovations and timely improvements.
All articles published in the “old” IDE-Journal (www.ide-journal.org), headed by me from 2014 to December 2020 will continue to be available both in the HTML and PDF versions. Regarding the latter, see for example: https://www.ide-journal.org/wp-content/uploads/2020/12/IDE-2-2020.pdf. This and all other IDE issues from 2014 to 2020 have also been transferred to the “new” IDE Journal as PDF versions, see: https://idejournal.org/index.php/ide/issue/archive.
Future authors must please contact the new Editor-in-Chief with their contributions and questions. Such contacts can also be made to the Senior and Managing editors (see: https://idejournal.org/index.php/ide/about/editorialTeam).
New Author Guidelines can be found in:
https://idejournal.org/index.php/ide/about
and
https://idejournal.org/index.php/ide/about/submissions.
The Editorial Team looks forward to further high-quality articles, essays, book reviews, conference reports and information on research and teaching projects.
All the best!
Dr. Reinhard Golz, Prof. em., University of Magdeburg, Germany;
Editor-in-Chief of IDE-Journal from 2014 to December 2020
e-mails: golz@ide-journal.org / reinhard@golz.tk
________________________
International Dialogues on Education: Past and Present
www.ide-journal.org
Issue 2020, Volume 7, Number 2 online
Dear Readers and Authors,
Since 2018 we have normally published two issues per year (the first in May, the second in November). This year, however, we had several reasons to include an additional Special Issue with contributions to a symposium on “Schools, Education and the Pandemic of 2020” held at Seattle Pacific University (USA).
Today we can also refer to the regular issue 2-2020. In the Editorial for this new issue, Arthur K. Ellis rightly points out:
Despite the seemingly broad range of arguments and discussions, one recurring theme is to be found here, namely the strategic importance of education in the lives of young people and those entrusted with their upbringing. One could say that it is about ‘education as hope, all over the world’. (…) The authors offer theoretical, empirical and practical ideas for improving the second oldest profession in the world, teaching.
Please see for yourself the articles in the HTML and PDF versions.
We have already pointed out the following elsewhere in our journal, which I want to emphasize here again:
We will continue to maintain a broad thematic focus on educational developments from historical, international, intercultural and comparative perspectives. Furthermore, not only educational scientists and practitioners can exchange information about their research results, but also representatives of related fields in the human and social sciences.
We publish articles that are scientifically verifiable, permeated by humanistic, democratic values, social responsibility, respect for autonomy, diversity and the dignity of individuals, groups and communities.
We stand for liberal, independent educational research and publication activity and against the unrestrained commercialization of access to scientific publications.
We will continue to publish two issues per year, the first at the end of May and the second at the end of November. This means for the next issue (1-2021):
For editorial planning reasons, it is recommended that the provisional titles of the intended contributions be submitted to the Editorial Board as early as possible.
The deadline for sending the complete articles is 15th April, 2021.
As always authors are requested to strictly adhere to our editorial standards and requirements in the Instructions to Contributors.
Please contact the Senior Editors of the Editorial Bord if and whenever you have any questions, for example, with regard to the first issue of the year 2021.
Dear Readers and Authors,
Allow me to add a few personal remarks at this point. In a way, this part of the NEWS is also a kind of farewell letter. I founded the Journal in 2014, and I’ve been working for it since then as Editor-in-Chief, with the help of Olaf Beuchling (Germany), Erika Hasebe-Ludt (Canada), Arthur K. Ellis (USA), Robin Jung-Cheng Chen (Taiwan), Alexander Golz (Germany), David Whybra (Great Britain and Germany), Roman Beliutin (Russia), Chong Jiong Wang (China), Oleg R. Zayakin (Russia), Madelaine Saalmann (Germany), Elizabeth Ebersole (USA) and many other members of the Editorial Board. I would like to thank everyone who has supported me in my editorial work through understanding, responsibility and reliability.
Special thanks also go to the previous sponsoring universities, the Society of Friends and Supporters of the Otto-von-Guericke University Magdeburg (Germany), the National Chengchi University (Taiwan) and its College of Education (in cooperation with the Institute of Guanxiology), the Seattle Pacific University (USA) as well as private supporters from Germany, the educationalists Hein Retter, Olga Graumann, Dietmar Waterkamp and others.
With all this support we were able to keep the contributions for IDE free of charge for the authors.
I am now preparing to hand over the management to younger colleagues by the end of this year 2020. The main reason for this change has little to do with my age; its the need to have more time available for my own research projects.
My work as Editor-in-Chief was, of course, often full of (mostly positive …) stress, time-consuming etc.; how could it have been any different!? However, at the same time, it always went hand in hand with enriching experiences in the editing of international scientific articles. Through this work I had the opportunity to enter upon many inspiring co-operation projects and form friendships with people from all over the world, and these I will continue to maintain, also because I will continue to serve on the editorial board, but in a position that better suits my current situation.
Of course, my work for the IDE-Journal has also confirmed the universal truth that nothing is so good that it cannot be improved. A certain tension between what is worth continuing or improving will remain part of our work. My successors will accomplish this task in their own way, maintaining what is tried and tested and combining it with useful and interesting innovations.
Right after the turn of the year 2020/21, we will report in more detail on structural and personnel changes in our Editorial Board. Until further notice, prospective authors can as before contact myself but also the other Senior Editors of our journal, Arthur K. Ellis, Robin Jung-Cheng Chen and also our Technical Editor-at-Large, Elizabeth Ebersole, if they have questions regarding the next issues, or if they have suggestions for further improving our editorial work.
As always the members of the Editorial Board look forward to further high-quality contributions: articles, essays, book reviews, conference reports and information on research and teaching projects.
I wish you all the best!
Editor-in-Chief (from 2014 to 2020)
_______________________
International Dialogues on Education: Past and Present
www.ide-journal.org
Issue 2020, Volume 7, Number 1 online
Editorial
Dear Readers and Authors of International Dialogues on Education: Past and Present,
In the context of the publication of issue 2-2019 of our journal, we promised – at that time still completely unaware of the approaching worst crisis in society since the end of the Second World War – to publish issue 1-2020 on time on May 31, 2020. The COVID crisis has left its mark on everyone and everything, and, of course, on our editorial work. As Editor-in-Chief, I would like to thank the authors, reviewers and all the members of the editorial team involved for their commitment and reliability above and beyond the line of duty during this complicated time; we were again able to be on time, as promised. It is, among other things, this experience that shows us that, even in difficult times, our team is capable of mastering new, previously unimagined editorial challenges to “International Dialogues on Education”.
This means that we will continue to regard different academic traditions, interests and analyses of results as enriching for academic dialogue and international, intercultural and inter-religious education and communication. But it also means that we will continue to accept only scientifically sound contributions that are imbued with humanistic, democratic values, social responsibility, respect for the autonomy, diversity and dignity of individuals, groups and communities, and without attempts at proselytization or missionary work. In the context of the Corona crisis, we see ourselves as part of the enlightened majority of people, who are not allowing themselves to be misled by burgeoning conspiracy theories and anti-democratic, nationalistic activities, but who can and will contribute to overcoming the crisis with reason, attention, a sense of reality, international and interpersonal solidarity.
At this point we would also like to draw your attention to a special Call for Papers from Dr. Arthur K. Ellis, Professor, Seattle Pacific University (USA), one of our most important cooperation partners, inviting you to participate in a discussion on the current uncertain future of education, in addition to or independent of the previous thematic orientation of our journal. The Call is about your thoughts, predictions, or even assumptions about how the education system will change as a result of the crisis in your opinion and experience; how the rapidly advancing digital educational technologies will change the idea of school as such; what the “new normal” for education will look like; what effects the Corona disaster may have on teaching, learning, administration, personnel, finances, evaluation, health and well-being, etc.
Worrying but inevitable thematic considerations and questions naturally touch not only educational scientists and practitioners, but also representatives of other humanities and social sciences disciplines, e.g. philosophers, sociologists, psychologists, philologists, political scientists, historians. The current situation requires and enables us to further strengthen our interdisciplinary work.
You are all invited to participate in this discussion in our journal with contributions that we will publish in a special section of the November 2020 issue (see the Call for Papers).
Another section of the November issue will of course – as before – include articles in the context of our basic thematic orientations (see: About the Journal).
Now some remarks on the articles in this issue (IDE 1-2020), which in turn corresponds to the concern of our journal to analyze international educational dialogues and developments from both historical and current perspectives.
First we will deal with three more historical-pedagogical contributions.
In the article by Olga Graumann and Sören Affeldt “The Hanseatic League and Education – A Neglected Chapter in European and German History” the focus is on the tension between economy and education. Using the example of the qualification needs of Hanseatic merchants since the Middle Ages, it is shown that the development of German and European popular education has been remarkably influenced. Of particular interest for today’s educational processes is the significance of “teaching abroad” for learning foreign languages and getting to know foreign cultures, as well as the “learning by doing” that has characterised merchant education since the Middle Ages. The presentation, which is based on works by H.-P. Bruchhäuser, also uses insights from museum pedagogy.
In his contribution on “Realism, Pansophy and Mentality in the Work of the Czech and World Pedagogue J.A. Comenius” Dietmar Waterkamp analyses under new aspects three fundamental German habilitation theses and their significance for international comeniology. These are the works of the East German comeniologist Franz Hofmann and the two West German comeniologists, Klaus Schaller and Andreas Lischewski. The selection of these works is justified by the high international reputation of the authors as comeniologists. The analysis of the different views of Comenius is based, among other things, on the comparison of his world view and pedagogy between East Germany and West Germany, as well as between Protestant and Roman Catholic interpretations.
Hein Retter analyses “The Dispute Over the Reform Pedagogue Peter Petersen (1884-1952) in Jena 2010: Review of a ´Total Desaster´ After Ten Years”. The author describes the controversies about the pedagogical heritage and the attitudes of the reform pedagogue Peter Petersen during and after the time of National Socialism. The starting point of disputes among educational scientists and politicians was a book published by Hein Retter in 2010. His interpretation of Petersen’s ambivalent, not always apparent positions at the time of the Hitler regime and in the context of the political power relations after 1945 was judged very questionable by some authors in a heated atmosphere. With his detailed look back and by using contemporary historical and current documents, Retter defends himself (not always free of emotion) as the trigger of the ongoing “Petersen dispute”. He is counting on everyone involved in this process to be able to learn from it.
A further seven articles deal with more current educational science problems and developments.
The article “Thinking and Acting Across Ponds: Glocalized Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education” by Kenneth J. Fasching-Varner et al. is based on the cross-continental experiences of teachers in their initial and continuing education in Australia, Germany and the United States. The local experiences in the individual countries are contextualized with global phenomena. Through a glocal (global and local) lens, it recognizes that the dynamics that counteract successful education and training are multifaceted, locally significant and globally consistent. In particular, it is a matter of internal university resistance and disputes about financing, status and role, as well as excessive dependence on market economies, which are accompanied by nationalism, neoliberalism and xenophobia. The authors invite a broader international discussion in their respective contexts in order to promote the democratic dialogue.
Irina A. Kolesnikova’s contribution “Innovative Changes in Education of the 2010s: Pro and Cons” offers a theoretical analysis of the advantages and contradictions of innovative changes in modern education, based on data from the program and report documents of UNESCO, the Council of Europe and other international organizations. It focuses on ideas of lifelong learning, inclusion and open education that have developed particularly since the 2010s. The capitalization of knowledge, digitization and socialization of networks are presented as the main sources of the innovative education boom of the 2010s. The author points to the digital future of young people and suggests intensifying pedagogical research in this field, to develop a new way of learning, respectively of dealing with knowledge and information. To what extent superficiality is favoured by the digital medium is pedagogically and methodologically controversial and certainly needs to be examined in detail, because with technological developments there can also be risks of repressing humanitarian values from educational processes. The need for constant critical reflection on the results of innovation is emphasized.
The narrative investigation “Strengthening Resilience in School – A Narrative Examination of How Teachers Promote Resilience by Providing Social Support”, of Manuela Diers is focused on children and young people who suffer from psychological risks in their environment, and what role social support from teachers plays in strengthening their resilience. The author points out that teachers can initiate a creative metamorphosis of biographical identity in order to overcome suffering. The connection between biographical and resilience research is discussed using a case study and it is emphasized that a constructive, trusting and appreciative teacher-pupil relationship is the basis for the resilient development of children at high risk.
Using an example from Belarus, Natalia V. Bylinskaja examines “Aspects of a Categorization of the Concept ´Personality` in the Professional Consciousness of Teachers …”. The article presents research on the concept of “personality” in the categorical grid of the consciousness of primary and secondary school teachers. With regard to the data obtained, the author shows the existence of an orientation in the minds and activities of teachers to implement personality-based, humanistic learning models. At the same time, she points out that the structure of the concept of “personality” revealed in the pedagogical consciousness is not cognitively complex and holistic. This determines specific tasks of psychological education to clarify and enrich the perception of the personality of teachers.
In their contribution “Salamanca 25 Years Later: A Commentary on Residual Dialogues of Disability and Diversity”, Margaret Winzer and Kas Mazurek deal with the discussions on concepts, premises and promises of inclusive school education as a global movement that have been held since the UNESCO World Conference on Special Needs Education in Salamanca in 1994. The authors emphasize that despite the strong influence of the Salamanca Conference, a number of new and continuing challenges have emerged. They focus, among other things, on the role of UNESCO in the construction of an architecture for more inclusive school education and on other controversial core issues and different interpretations of the Salamanca directions.
The aim of Sonya Corbin Dwyer’s study “The impact of ESL Discussion Groups in an Undergraduate Counselling Psychology Course” is to understand the impact of an experiential learning activity in a third year bachelor’s programme on the theory and practice of counselling and psychotherapy on a small Canadian university campus. The experiential learning activity required students to participate in biweekly one-on-one interview groups with international students participating in English as a Second Language (ESL) programs at the university. The results of pre- and post-evaluation activities showed that students’ cultural competence and cultural intelligence improved after participation in the course. The author believes that the results could encourage more university teachers to develop experiential learning activities between local and international students.
“A Comparative Study of Higher Education Governance in Greater China” is the title of the article by Claire Y.H. Tao. The author reviews and compares strategies for higher education reform adopted by the respective governments in Greater China, including mainland China, Hong Kong, Macao, Taiwan and Singapore. She examines, for example, why these countries tried to reform their higher education systems, how they achieved the desired results, and how the respective governments reacted. The author focuses on the four areas of “rule of law”, “transparency”, “effectiveness” and “accountability” to examine whether and how the governance of these selected cases has been implemented in higher education in Greater China over the past 30 years.
This issue concludes with three reviews of recently (2019) published books.
Anja Franz, in her review of the book by Andrea Òhidy and Katalin R. Forray on “Lifelong Learning and the Roma Minority in Central and Eastern Europe”, stresses that little is known about the Roma so far, and that the book provides rich information on this largest and fastest growing, but at the same time most disadvantaged minority group in Europe in terms of health, employment, housing and education.
Krisztina Sebestyén reviews Romina Meinig’s book “Zwischen Antiziganismus und Resilienz. An Empirical Study of Successful Sinti and Roma in Germany” (Between Antigypsyism and resilience. An empirical study about successful Sinti and Roma in Germany). The reviewer particularly focuses on the author’s research results regarding the reasons for the existing successful careers of some Sinti and Roma in Germany, which are demonstrably mainly due to participation in education and integration efforts.
The anthology published by Tatyana Tsyrlina-Spady and Peter Renn “Nurture, Care, and Trust. Transformative Pedagogy Inspired by Janusz Korczak” is reviewed by Reinhard Golz and David Whybra. They emphasize that the book provides new insights into the professional ethics of the Polish pediatrician, pedagogue and writer Janusz Korczak (1878-1942), who did not abandon the orphans entrusted to his care on the way to the Treblinka extermination camp and went to his death with them. The reviewers draw particular attention to the inspiring pedagogical-didactic considerations in the articles and materials for teaching and learning from a contemporary perspective, which are based on Korczak’s work.
So much for the articles in this issue of IDE-Journal. As always at this point, I would like to remind future authors that we publish two issues per year, the first issue being published at the end of May and the second at the end of November.
This means for the next issue (2-2020) that the intended contributions should be sent to the Editorial Board as soon as possible, but not later than 15 October 2020.
Authors are requested to adhere to our editorial standards and requirements in the Instructions to Contributors.
We look forward to further high-quality contributions: articles, essays, book reviews, conference reports and information on research and teaching projects.
About the Author
Prof. Dr. Reinhard Golz: Emeritus, Historical, Comparative and Intercultural Education, Otto-von-Guericke-University, Magdeburg (Germany); Editor-in-Chief of the IDE Journal from 2014 to 2020; e-mail: golz@ide-journal.org
___________________________
International Dialogues on Education: Past and Present
www.ide-journal.org
Issue 2019, Volume 6, Number 2 online
Dear Readers and Authors,
Issue No. 2-2019 of "International Dialogues on Education: Past and Present" (IDE) has been online since November 12th (see also: PDF Downloads). We thank all those who have made this publication possible through contributions, peer reviews, translations, corrections, editorial and electronic work. Special thanks go to Prof. Dr. Arthur K. Ellis (Seattle Pacific University, USA), who is the Editor-in-Chief of this special issue.
Since 2018 we have published two issues per year, that is, the first issue in May and the second in November. We would like to draw your attention to the articles in this new issue, which once again underline the claim of our journal to be a contemporary forum where educators from all over the world can exchange and inform themselves about research results and discussions in the field of education and related human and social science disciplines.
We look forward to further high-quality contributions: articles, essays, book reviews, conference reports and information on research and teaching projects. All contributions will be published in English. The abstracts of the articles will continue to be translated from English into German, Russian and Chinese by our native speakers.
Please note that the two annual deadlines for sending articles are 31 March for the first issue and 15 October for the second.
For editorial planning reasons, we highly appreciate authors submitting the titles of intended articles to the editorial board as early as possible before the deadlines for articles and request them to strictly adhere to our editorial standards and requirements when producing their articles.
We will be happy to answer any questions you may have regarding our journal.
All the best!
On behalf of the Editorial Board.
_____________________________________
Issue 2019, Volume 6, Number 1 online
Dear Readers and Authors,
Issue No. 1-2019 of “International Dialogues on Education: Past and Present” has now been online since May 27th. We thank all those who made the publication of this issue possible through contributions, peer reviews, translations, corrections, editorial and electronic-technical work. And again we thank our cooperation partners and sponsors for their continued support.
In the interest of further profiling, making editorial work more effective and concentrating on high quality contributions from different scientific traditions, we started with 2 issues in 2018 instead of, as before, 3 issues. Generally, the first issue will be published at the end of May and the second at the end of November each year. As you can see, we are – as promised – punctual and would like to draw your attention to the new issue: www.ide-journal.org/journal/?issue=2019-volume-6-number-1
The articles in this issue demonstrate in their own special way the claim of our international journal to be a contemporary forum in which educational scientists and pedagogical practitioners can inform and exchange information about research results and discussions in the field of education and related human and social science disciplines.
We look forward to further high-quality contributions: articles, essays, book reviews, conference reports and information on research and teaching projects. All contributions will be published in English. The abstracts of the articles will continue to be translated from English into German, Russian and (simplified and traditional) Chinese by native speakers.
We ask authors to note that in the future the two annual deadlines for sending the articles are March 31st for the first issue, or October 15th for the second issue. For editorial planning reasons it is also recommended that the titles of the intended contributions be submitted to the Editorial Board as early as possible before the deadlines for the articles.
Authors are requested to strictly adhere to our editorial standards and requirements in: www.ide-journal.org/instructions-to-contributors/.
We wish you all the best!
Reinhard Golz – on behalf of the Editorial Board
______________________________
International Dialogues on Education: Past and Present
www.ide-journal.org
Issue 2018, Volume 5, Number 2 online
Dear Readers and Authors,
This issue aims in particular at discussing historical and current developments in pedagogical and social science research and thus literally lives up to its title: “International Dialogues on Education: Past and Present”. You will find more information about our editorial policies and guidelines at instructions to the contributors, the news and other sub-pages of our journal.
In view of the journal’s increasing global orientation, the contributions (articles, book reviews, descriptions of research or teaching projects etc.) will now only be published in English. The abstracts of the articles will continue to be translated from English into German and Russian and from 2018 also into Chinese by the editorial board.
We publish two issues per year; the first is published at the end of May and the second at the end of November.
This means for the next issue:
For editorial planning reasons, it is recommended that the provisional titles of the intended contributions be submitted to the Editorial Board as early as possible, but no later than 15 March 2019.
The deadline for sending the complete articles is 15 April 2019.
We look forward to further high-quality contributions: articles, essays, book reviews, conference reports and information on research and teaching projects.
Reinhard Golz
www.ide-journal.org/editorial-board/
_____________________
International Dialogues on Education: Past and Present
www.ide-journal.org
Issue 2017, Volume 4, Number 3 online
Dear Readers and Authors,
Issue 3-2017 of ‟International Dialogues on Education: Past and Present” (www.ide-journal.org) is online from December 18th, 2017. An overview of the contents of this issue can be found in the Editorial. We will inform you about new editorial perspectives and challenges, but also about deadlines etc. in our News/.
The broad thematic orientation on educational developments from different historical, international and comparative perspectives will be maintained in the future. Not only educational scientists and pedagogical practitioners are addressed, but also representatives of related areas in the human and social sciences.
Dear authors, the next issue will be published at the end of April 2018. We wish you all the best for the New Year and look forward to receiving (1) the titles of your contributions by 31st January 2018 and (2) the finished contributions by 20th March 2018.
Reinhard Golz - on behalf of the Editorial Board
Liebe Leserinnen und Leser, Autorinnen und Autoren,
die Ausgabe 3-2017 von „International Dialogues on Education: Past and Present“ (www.ide-journal.org) ist online seit 18. Dezember 2017. Einen Überblick über die Inhalte dieser Ausgabe finden Sie im Editorial. Über neue redaktionelle Perspektiven und Herausforderungen, deadlines etc. informieren wir Sie in unseren News/.
Auch künftig wird die breite thematische Ausrichtung auf Bildungsentwicklungen aus historischer, internationaler und vergleichender Perspektive beibehalten. Nicht nur Bildungswissenschaftler und pädagogische Praktiker sind angesprochen, sondern auch Vertreter angrenzender Bereiche der Human- und Sozialwissenschaften.
Liebe Autorinnen und Autoren, die nächste Ausgabe wird Ende April 2018 erscheinen. Wir wünschen Ihnen alles Gute für das Neue Jahr und freuen uns auf die Zusendung (1) der Titel ihrer Beiträge bis 31. Januar 2018 und (2) der fertigen Beiträge bis 20. März 2018.
Reinhard Golz – im Auftrag des Editorial Board
Уважаемые авторы и читатели!
Информируем Вас о том, что с 18 декабря 2017 года в онлайн-режиме доступен третий номер журнала "Международные диалоги об образовании: прошлое и настоящее" (www.ide-journal.org). На нашей странице Editorial Вы найдете содержание этого выпуска. В нашем новостном блоке News/ содержатся сведения о новых редакционных правилах и требованиях, сроках подачи материалов и др.
Мы сохраняем широкий тематический охват концепта «Процессы развития образования», репрезентируемый исторической, интернациональной и сопоставительной перспективами. Приглашаем к участию в формировании содержательного концепта нашего издания не только специалистов в области образования и педагогов-практиков, но и представителей смежных областей гуманитарной и социальной направленности.
Уважаемые авторы! Следующий номер нашего журнала выйдет в конце апреля 2018 года. Поздравляем Вас с наступающим новым годом, желаем Вам всего самого хорошего в новом году. Вы можете присылать нам названия своих материалов, которые Вы бы хотели разместить в нашем журнале, до 31 января 2018 года, а полнотекстовые версии до 20 марта 2018 года.
Reinhard Golz – от имени редакции
亲爱的读者和作者们，
2017年第三期的 ”国际教育对话：往昔与今朝“ (www.ide-journal.org) 已于2017年12月18 日上线。本期的内容总览详见编辑一栏 Editorial。关于编辑方面的新视角，新挑战，以及截稿日期等内容，我们将在新闻一栏通知您News/。从不同视角出发的关于历史方面的，国际性的以及比较性的以教育发展为导向的主题，将继续作为日后的主要论题。这不仅涉及到教育学的学者，教育实践者，而且同样涉及其他相关的人文社科领域的代表们。
亲爱的作者们，下一期杂志将于2018年4月底出版。祝大家新的一年万事如意，我们期待着能够收到您 (1) 截止2018年1月31日发来的您的文章标题，以及(2) 截止2018年3月20日发来的您的文章。
Reinhard Golz - 代表编辑部全体同仁 Editorial Board
__________________________
International Dialogues on Education: Past and Present
www.ide-journal.org
Editors: Olaf Beuchling, Reinhard Golz & Erika Hasebe-Ludt
Issue 2017, Volume 4, Number 2 online
Dear Readers, dear Authors,
The present issue is online since May 5th, 2017. You will find an overview about the main idea, the structure and content aspects of this issue in the foreword.
Regarding the upcoming issues we are continuing with our wide, thematically open orientation toward educational developments from historical or international-comparative and intercultural perspectives.
Authors are requested to follow our Instructions to contributors (!) and to send their contributions for issue 3-2017 (online: October, 15th) by August 31, 2017.
We continue to look forward to high-quality articles, essays, and book reviews!
E-mail: golz@ide-journal.org
Дорогие читатели, дорогие авторы,
настоящее издание находится с 5-го мая 2017 г. в режиме онлайн. Обзор основных идей, структуры и содержательных аспектов этого номера вы найдёте в предисловие.
Относительно следующих номеров мы сохраняем широкую, тематически открытую направленнось на вопросы развития образования с исторических, международно-сравнительных и межкультурных позиций.
Мы просим авторов соблюдать наши инструкции по оформлению Instructions to contributors (!) и присылать статью в редакцию для публикации в номере 3-2017 (онлайн: 15-го октября) до 31-го августа 2017 года.
Мы будем рады высококачественным в научном плане статьям, эссе и рецензиям книг.
Эл. почта: golz@ide-journal.org
Liebe Leserinnen und Leser / Autorinnen und Autoren,
die vorliegende Ausgabe ist online seit dem 5. Mai 2017. Sie finden eine Übersicht über Grundidee, Struktur und inhaltliche Aspekte dieser Ausgabe im Vorwort.
Für unsere nächsten Ausgaben behalten wir die weite, thematisch offene Orientierung auf Bildungsentwicklungen aus historischer, international-vergleichender oder interkultureller Sicht bei.
Autorinnen und Autoren bitten wir, unsere Instructions to contributors (!) zu beachten und ihre Artikel für die Ausgabe 3-2017 (online: 15. Oktober, 2017) bis zum 31. August, 2017 an die Redaktion zu schicken.
Wir freuen uns auf weitere wissenschaftlich hochwertige Artikel, Essays und Buchrezensionen.
E-mail: golz@ide-journal.org
_________________________
International Dialogues on Education: Past and Present
www.ide-journal.org
Editors: Olaf Beuchling, Reinhard Golz & Erika Hasebe-Ludt
Issue 2017, Volume 4, Number 1 online
Dear authors and readers,
The present issue is online since February 26, 2017. It is the second part of a series of articles the journal has been commissioned to publish on behalf of the „International Academy for the Humanization of Education“ (IAHE). Both parts include contributions from the international conference of the IAHE, which took place at the University of Hildesheim (Germany) in September 2016.
They deal with outcomes of projects supported by the TEMPUS-Program of the European Union—including their publication in our journali—and they are dedicated to the themes of “Diversity and Democracy—the Search for Identity in Uncertain Times”.
Based on an international peer-review process, the guest editors, Prof. Dr. Dr. h.c. Olga Graumann (University of Hildesheim) and Prof. Dr. Evgeniy V. Ivanov (State University of Novgorod, Russia), have selected for publication submissions from Russia, Belarus, Latvia, Austria, Canada, USA, Ukraine, Switzerland and Germany.
We thank the guest editors, authors, and reviewers for their constructive cooperation. We are also grateful to all those who have helped us with translations, as well as formal organizational and technical tasks, among them Dr. Oleg Zayakin, Maria Demina and Madelaine Saalmann.
We are continuing with our wide thematic orientation toward educational developments from historical or international-comparative and intercultural perspectives. [For issues 2-2017 (online: April 30, 2017) and 3-2017 (online: September 30, 2017) we will additionally take up contributions on the theme of “International and Intercultural Dialogues on Education and Faith in the 500th Year of the Reformation”. Respective thematic suggestions can be found at Call-for-papers.]
Please send first the titles for contributions to issue 3-2017 by July 31, and the complete paper by August 31, 2017. Instructions are available at Instructions to contributors.
We continue to look forward to high-quality articles, essays, and book reviews!
The editors
Дорогие читатели, дорогие авторы,
настоящее издание находится с 26-го февраля 2017 г. в режиме онлайн (www.ide-journal.org). Это вторая часть серии статей, которую мы публикуем по поручению «Международной Академии гуманизации образования» (МАГО). Обе части включают в себя статьи с международной конференции МАГО, которая состоялась в сентябре 2016 года в университете г. Гильдесгейм (Германия).
Речь идет о результатах проектов, которые – включая их публикацию в нашем журналеii – были поддержаны программой Европейского Союза «Темпус» и посвящены теме «Многообразие и демократия – поиск идентичности в сложные времена».
Редакторы данного специального издания, госпожа проф. др. почетный др. Ольга Грауманн (угиверситет г. Гильдесгейм) и господин проф. др. Евгений В. Иванов (Новгородский государственный университет, Россия), выбрали для публикации согласно международному методу экспертизы статей из России, Белоруссии, Латвии, Австрии, Канады, США, Украины, Швейцарии и Германии.
Мы сохраняем нашу широкую тематику, ориентированную на развитие образования в исторической или международно-сравнительной и поликультурной перспективе. [Кроме того, в номера 2-2017 (онлайн: 30-го апреля 2017) и 3-2017 (онлайн: 30-го сентября 2017) мы будем принимать допольнительно статьи по теме «Интернациональные и поликультурные диалоги об образовании и вере в 500-ю годовщину Реформации». Соответствующие тематические предложения Вы найдете по адресу Call for papers.]
Мы просим присылать сначала название статей для номера 3-2017 до 31-го июля и готовые статьи до 31-го августа (номер будет в режиме онлайн: 30-го сентября 2017-го года). Указания Вы найдете по адресу Instructions to contributors.
Мы будем рады высококачественным статьям, очеркам и рецензиям на книги!
Издатели
Liebe Leserinnen und Leser, liebe Autorinnen und Autoren,
die vorliegende Ausgabe ist online seit dem 26. Februar 2017 (www.ide-journal.org). Es ist der zweite Teil einer Artikelserie, die wir im Auftrag der „International Academy für the Humanization of Education“ (IAHE) veröffentlichen. Beide Teile enthalten Beiträge zu einer internationalen Konferenz der IAHE, die im September 2016 an der Universität Hildesheim (Deutschland) stattfand.
Es handelt sich um Ergebnisse von Projekten, die – einschließlich ihrer Veröffentlichung in unserem Journaliii – vom Tempus-Programm der Europäischen Union unterstützt wurden und sich der Thematik „Vielfalt und Demokratie – Identitätssuche in unübersichtlichen Zeiten“
Die Gastherausgeber, Frau Prof. Dr. Dr. h.c. Olga Graumann (Universität Hildesheim) und Herr Prof. Dr. Evgeniy V. Ivanov (Staatliche Universität Novgorod, Russland), haben nach einem internationalen peer review Verfahren Beiträge aus Russland, Weißrussland, Lettland, Österreich, Kanada, den USA, der Ukraine, der Schweiz und Deutschland ausgewählt.
Wir behalten unsere weite thematische Orientierung auf Bildungsentwicklungen in historischer, oder international-vergleichender und interkultureller Perspektive bei. [In die Ausgaben 2-2017 (online: 30. April 2017) und 3-2017 (online: 30. September 2017) werden wir zusätzlich Beiträge zum Thema “Internationale and interkulturelle Dialoge über Bildung und Glauben im 500. Jahr der Reformation“ aufnehmen. Diesbezügliche thematische Anregungen finden Sie in Call for papers.]
Wir bitten um Zusendung der Titel der Beiträge für die Ausgabe 3-2017 bis zum 31. Juli und den kompletten Beitrag bis zum 31. August 2017. Die Ausgabe wird am 30. September online sein. Redaktionelle Hinweise finden Sie in: Instructions to contributors.
Wir freuen uns auf weitere hochwertige Artikel, Essays und Buchbesprechungen!
Die Herausgeber
_________________________
International Dialogues on Education: Past and Present (IDE-Online Journal)
www.ide-journal.org
Issue 2016, Volume 3, Number 3 online
Dear Readers, dear Authors,
The new issue (www.ide-journal.org/journal/?issue=2016-volume-3-number-3) is online since December 22, 2016. It is the first part of a series of articles the journal has been commissioned to publish on behalf of the „International Academy for the Humanization of Education“ (IAHE). The second part will be published at the end of February 2017 (IDE 1-2017). Both parts include contributions from the international conference of the IAHE, which took place at the University of Hildesheim (Germany) in September 2016. They deal with outcomes of projects supported by the TEMPUS-Program of the European Union—including their publication in our journal—and they are dedicated to the themes of “Diversity and Democracy—the Search for Identity in Uncertain Times”. Based on an international peer-review process, the guest editors, Prof. Dr. Dr. h.c. Olga Graumann (University of Hildesheim) and Prof. Dr. Evgeniy V. Ivanov (State University of Novgorod, Russia), have selected for publication 48 out of 60 submissions from Russia, Belarus, Latvia, Austria, Canada, USA, Ukraine, Switzerland and Germany.
We thank the guest editors, authors, and reviewers for their constructive cooperation. We are also grateful to all those who have helped us with translations, as well as formal organizational and technical tasks, among them Dr. Oleg Zayakin, Verena Walterbach, and Maria Demina.
Based on current interests we are continuing with our wide thematic orientation toward educational developments from historical or international-comparative and intercultural perspectives. For issues 2-2017 (online: April 30, 2017) and 3-2017 (online: September 30, 2017) we will also take up contributions on the theme of “International and Intercultural Dialogues on Education and Faith in the 500th Year of the Reformation”. Respective thematic suggestions can be found at Call-for-papers. Please send the titles for contributions by February 28 for Issue 2-2017, and the complete paper by March 31. Accordingly, the deadline for title submissions for Issue 3-2017 is June 30 and for the complete paper July 31, 2017. Instructions are available at http://www.ide-journal.org/instructions-to-contributors/
We continue to look forward to high-quality articles, essays, and book reviews and wish you all the best for the coming year!
Reinhard Golz
on behalf of the
Дорогие читатели, дорогие авторы,
новое издание (www.ide-journal.org/journal/?issue=2016-volume-3-number-3) находится с 22-го декабря в режиме онлайн. Это первая часть серии статей, которую мы публикуем по поручению «Международной Академии гуманизации образования» (МАГО), и вторая часть которой появится в конце февраля 2017 года (IDE 1-2017). Обе части включают в себя статьи с международной конференции МАГО, которая состоялась в сентябре 2016 года в университете г. Гильдесгейм (Германия). Речь идет о результатах проектов, которые – включая их публикацию в нашем журнале – были поддержаны программой Европейского Союза «Темпус» и посвящены теме «Многообразие и демократия – поиск идентичности в сложные времена». Редакторы данного специального издания, госпожа проф. др. почетный др. Ольга Грауманн (угиверситет г. Гильдесгейм) и господин проф. др. Евгений В. Иванов (Новгородский государственный университет, Россия), выбрали для публикации согласно международному методу экспертизы 48 из 60 поданных статей из России, Белоруссии, Латвии, Австрии, Канады, США, Украины, Швейцарии и Германии.
Мы благодарим редакторов специального издания, авторов, экспертов за конструктивное сотрудничество. Наша благодарность касается всех, кто поддерживал нас в вопросах перевода, в формальных и технических работах, в частности др. Олега Заякина, Верену Вальтербах, Марию Демину и других.
В связи с высоким актуальным интересом мы сохраняем нашу широкую тематику, ориентированную на развитие образования в исторической или международно-сравнительной и поликультурной перспективе. Кроме того, в номера 2-2017 (онлайн: 30-го апреля 2017) и 3-2017 (онлайн: 30-го сентября 2017) мы будем принимать статьи по теме «Интернациональные и поликультурные диалоги об образовании и вере в 500-ю годовщину Реформации». Соответствующие тематические предложения Вы найдете по адресу Call for papers. Мы просим присылать название статей до 28-го Февраля и готовые статьи до 30-го марта для номера 2-2017. Соответственно для номера 3-2017: название до 30-го июни; статью до 31-го июля. Указания Вы найдете по адресу http://www.ide-journal.org/instructions-to-contributors/.
Мы будем рады высококачественным статьям, очеркам и рецензиям на книги и желаем Вам всего доброго в наступающем Новом году 2017!
Райнхард Гольц
по поручению
Liebe Leserinnen und Leser, liebe Autorinnen und Autoren,
die neue Ausgabe (www.ide-journal.org/journal/?issue=2016-volume-3-number-3) ist online seit dem 22. Dezember 2016. Es ist der erste Teil einer Artikelserie, die wir im Auftrag der „International Academy für the Humanization of Education“ (IAHE) veröffentlichen, und deren zweiter Teil Ende Februar 2017 erscheint (IDE 1-2017). Beide Teile enthalten Beiträge zu einer internationalen Konferenz der IAHE, die im September 2016 an der Universität Hildesheim (Deutschland) stattfand. Es handelt sich um Ergebnisse von Projekten, die – einschließlich ihrer Veröffentlichung in unserem Journal – vom Tempus-Programm der Europäischen Union unterstützt wurden und sich der Thematik „Vielfalt und Demokratie – Identitätssuche in unübersichtlichen Zeiten“ widmen. Die Gastherausgeber, Frau Prof. Dr. Dr. h.c. Olga Graumann (Universität Hildesheim) und Herr Prof. Dr. Evgeniy V. Ivanov (Staatliche Universität Novgorod, Russland), haben nach einem internationalen peer review Verfahren 48 der 60 zur Veröffentlichung eingereichten Beiträge aus Russland, Weißrussland, Lettland, Österreich, Kanada, den USA, der Ukraine, der Schweiz und Deutschland ausgewählt.
Wir bedanken uns bei den Gastherausgebern, den Autorinnen und Autoren, den Gutachterinnen und Gutachtern für die konstruktive Kooperation. Unser Dank gilt auch allen, die uns durch Übersetzungen, formale und technische Arbeiten unterstützt haben, darunter Dr. Oleg Zayakin, Verena Walterbach, Maria Demina und andere.
Angesichts der aktuellen Interessenlage behalten wir unsere weite thematische Orientierung auf Bildungsentwicklungen in historischer, oder international-vergleichender und interkultureller Perspektive bei. In die Ausgaben 2-2017 (online: 30. April 2017) und 3-2017 (online: 30. September 2017) werden wir außerdem Beiträge zum Thema “Internationale and interkulturelle Dialoge über Bildung und Glauben im 500. Jahr der Reformation“ aufnehmen. Diesbezügliche thematische Anregungen finden Sie in Call for papers. Wir bitten um Zusendung der Titel der Beiträge bis zum 28. Februar für Ausgabe 2-2017 und den kompletten Beitrag bis zum 31. März. Entsprechende deadlines gelten für Ausgabe 3-2017: Titel bis 30. Juni; kompletter Beitrag bis 31. Juli. Redaktionelle Hinweise finden Sie in: http://www.ide-journal.org/instructions-to-contributors/
Wir freuen uns auf weitere hochwertige Artikel, Essays und Buchbesprechungen und wünschen Ihnen für das kommende Jahr 2017 alles Gute!
Reinhard Golz
im Namen des