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In this article, I focus on the increasing interest taken by European political and educational policy makers in inter-worldview education. My article has two parts. The first part consists of a document analysis of pivotal European publications on this and related issues. In the second and more critical part of this article, I make explicit my concerns about these European pleas for inter-worldview education. The main criticism that I present below is that the European policy on inter-worldview dialogue views the problem of intolerance too much as an individual problem that can and must be dealt with pedagogically, without recognizing that intolerance is just as much a structural socio-political problem. Important European policy documents, to be examined in the first part of this article, do not discuss how the way our societies are structured results in a sustenance of inequalities and in the marginalization of certain groups of people. At no point does these documents link inter-worldview education to the need "to examine the ideologies and structures of society critically," as a consequence the plea for dialogue loses some of its critical and transforming potential.

The process of globalization acquires the greatest importance in today's world. The ongoing technological changes, the rise of the knowledge economy and the growth of skill requirements in the labor market have influenced the changes in the landscape of education throughout the world. The emergence of Bologna Process has facilitated the creation of the European Higher Education Area, which can be assumed as a sample of uniformity of the European system of higher education. The Bologna Process is focused on the following strategies: modernization of higher education; connection and creation of national, regional and global educational spaces; enhancement of the attractiveness and competitiveness of the EHEA. The implementation of these strategies implies innovative processes, which build an awareness of traditions and raise a world-wide importance and attractiveness of the Bologna process.

Der Beitrag widmet sich auf breiter Basis den Fragen der Beziehung von Öffentlichkeit, Markt und (Erwachsenen-)Bildung und versucht eine kritische und konstruktive Haltung einzunehmen. Die Thematik wird anhand dreier Schwerpunkte diskutiert: der Konzepte der Kapitalisierung und der Durchsetzung der eingeschränkten Rationalität des Homo oeconomicus, der Betrachtung der Politik als Markt und des spezifischen deutschen Bildungsdiskurses mit seiner Überhöhung der individualistischen "humanistischen" Elitebildung gegenüber den kollektiven Anforderungen der Demokratie. Was, wenn eine voreilige diskursive Kapitalisierung die realen Vorgänge überdeckt und etwas auf der Diskursebene der Kapitallogik unterwirft, was ihr real gar nicht unterliegt? Was, wenn der Homo oeconomicus aus einem abstrakten analytischen Modell in eine universelle soziale und politische Norm für ein reales Menschenbild verwandelt wird? Anregen will der Autor zudem eine Auseinandersetzung mit der deliberativen Demokratie. Sein Fazit: Eine fortschrittliche Bildungspolitik erfordert erstens eine vertiefte Auseinandersetzung mit der deliberativen Demokratie und einen Kampf um ihre Umsetzung und zweitens eine neue "Great Transformation", die die Durchsetzung der Marktgesellschaft umkehrt und den Markt in seine sozial nützlichen Schranken weist, die nicht über die hegemoniale individualistische Rationalität des Homo oeconomicus erreicht werden kann, sondern die Rationalität eines Homo socialis erfordert. Das schließt die Auseinandersetzung um grundlegende Werte des Gemeinwohls ein und macht diese auch explizit zum Teil der Auseinandersetzungen um die Bildungspolitik. (DIPF/Orig.) ; This article addresses the issues surrounding the relationship between the public sphere, the market and (adult) education on a large scale and attempts to take a critical and constructive stance. The topics are discussed in terms of three main areas of emphasis: the capitalization and spread of the bounded rationality of homo oeconomicus, the consideration of politics as the market and the specific German educational discourse with its idealization of individualistic "classical" elite education versus the collective requirements of democracy. What if a premature discursive capitalization covers up the real processes and something subjugates it on the level of discourse of the logic of capital, which it actually isn't based on at all? What if homo oeconomicus is transformed from an abstract analytical model into a universal social and political norm that is a real image of a human being? The author also wants to encourage an examination of deliberative democracy. His conclusion: a progressive educational policy requires firstly a more profound examination of deliberative democracy and a struggle to implement it and secondly a new "great transformation" that reverses the spread of market society and keeps the market within socially useful bounds, a transformation that cannot be achieved with the hegemonic individualistic rationality of homo oeconomicus but instead requires the rationality of a homo socialis. This includes the examination of basic values of the common good and also makes them explicitly a part of the examinations of educational policy. (DIPF/Orig.)

Evolution since 1945. The professional socialization of the Hungarian People's Army (HPA).

This book is a response to the need for reflection about the role of education in the new social scenario in which we are living, and attempts to propose an educational alternative that is consistent with the reality of modern society. It is a book of fundamental value for a critical analysis and understanding of the current situation in education, in order to look ahead to the future of education with confidence, founded above all on the learning capacity of human beings.