Suchergebnisse

This article presents a theoretical analysis of the educational policies for ethnic minorities, using the example of Russia. To this end, the Russian educational minority policies are analyzed from the perspective of a theory of cultural transmission in minorities recently proposed by the author. It is argued that the theory is able to explain important aspects of the educational policies of a majority for indigenous minorities that are not easily accounted for by existing theoretical approaches, and can therefore contribute to a better understanding of the Russian educational policy for minorities during history and more generally, the educational policies of nation states for ethnic minorities.Keywords: Russia; minorities; minority politics; educational policies; nationalities policy; cultural transmission in minorities

Based on the premise that the improvement of intercultural practice can be best achieved by improving the theoretical understanding of intercultural interaction, this article analyzes intercultural interaction in two areas of social life – education and the economy – from the perspective of the theory of cultural transmission in minorities (Mchitarjan / Reisenzein 2010, 2014a). It is argued that the theory is able to explain central empirical findings on intercultural interaction in these social domains, some of which are unaccounted for by alternative theoretical approaches. ; Ausgehend von der Annahme, dass die Verbesserung der interkulturellen Praxis am besten durch eine Verbesserung des theoretischen Verständnisses von interkulturellem Handeln erreicht werden kann, analysiert dieser Beitrag interkulturelles Handeln in zwei Bereichen des gesellschaftlichen Lebens – Pädagogik und Wirtschaft – aus der Perspektive der Theorie der Kulturtransmission bei Minderheiten (Mchitarjan / Reisenzein 2010, 2014a). Es wird argumentiert, dass die Theorie zentrale empirische Befunde zur interkulturellen Interaktion in diesen Bereichen erklären kann, inklusive solche, die alternativen theoretischen Ansätzen Schwierigkeiten bereiten.

Based on the premise that the improvement of intercultural practice can be best achieved by improving the theoretical understanding of intercultural interaction, this article analyzes intercultural interaction in two areas of social life -education and the economy- from the perspective of the theory of cultural transmission in minorities (Mchitarjan / Reisenzein 2010, 2014a). It is argued that the theory is able to explain central empirical findings on intercultural interaction in these social domains, some of which are unaccounted for by alternative theoretical approaches.

Die Autorin geht der Frage nach dem bildungspolitischen Umgang von Nationalstaaten mit ethnischen Minderheiten nach. Dazu skizziert die Autorin die Bildungspolitik Deutschlands, der Tschechoslowakei und Polens für ethnische Minderheiten in der Zwischenkriegszeit (1918–1939), wie sie sich in (Schul-)Gesetzen, Erlassen und Verordnungen niederschlägt. Der Beitrag schließt mit einigen Anmerkungen zur aktuellen Situation. (DIPF/Orig.) ; On the basis of documents relating to school law, the educational policies for ethnic minorities in Germany, Czechoslovakia and Poland during both the interwar period (1918-1939) and today are compared. The aim of this cross-temporal and cross-national comparison was to identify basic patterns of educational policy towards ethnic minorities in the three compared countries, as reflected in the school laws and regulations, showed both commonalities and differences. It underwent a change from the interwar period to today, but at the same time continued some of its traditions up to the present. (DIPF/Orig.).

Rezension von: Monica Wellmann: Zwischen Militanz, Verzweiflung und Disziplinierung. Jugendliche Lebenswelten in Moskau 1920-1930. Zürich: Pano 2005 (400 S.; ISBN 3-907576-82-9; 37,00 EUR).

Die übergeordnete Fragestellung dieses Beitrags lautet, von welchen Faktoren die Bildungspolitik für ethnische Minderheiten bestimmt wird. Diese Frage wird am Beispiel des russischen Emigrantenschulwesens und des bildungspolitischen Umgangs mit ihm in verschiedenen Ländern Europas in den 1920er und 1930er-Jahren untersucht. Das Hauptergebnis der Studie ist: Schulpolitik für Minderheiten hängt nicht primär von den ethnischen Merkmalen oder dem Rechtsstatus der Minderheiten ab. Entscheidend scheinen vielmehr die (außen-)politischen und wirtschaftlichen Interessen der Mehrheitsgesellschaft zu sein sowie die vergangene historische Interaktion zwischen den beteiligten Mehr- und Minderheitengruppen. (DIPF/Orig.) ; The lorger question addressed in this article concerns the factors which determine educational policy regarding ethnic minorities. This question is examined by looking at the Russian emigrant school system and at the way this system was dealt with in the educational policies of different European countries during the 1920s and 30s. The study´s main result is that the educational policy regarding minorities does not depend primarily on ethnic characteristics od the minorities or their legal status. Rather, what seems to be decisive are the foreign-policy-related and economic interests of the majority population as well as the past historical interaction between the majority and minority groups involved. (DIPF/Orig.)

Im vorliegenden Artikel wird der Frage nachgegangen, wie John Dewey (1859-1952) in Rußland zwischen 1900 und 1930 rezipiert wurde, und welchen Einfluß er auf die dortige pädagogische Diskussion hatte. Das Hauptergebnis der Studie ist: sowohl vor als auch nach der sozialistischen Oktoberrevolution 1917 in Rußland hatte Dewey große Bedeutung für die Entwicklung des russischen Schulwesens. Die schließliche Abwendung von Dewey gegen Ende der 20er Jahre hatte nicht pädagogische, sondern politische und ideologische Gründe. (DIPF/Orig.) ; The author analyzes the reception of John Dewey (1859-1952) in Russia between 1900 and 1930 and examines in how far he influenced the Russian pedagogical debate. The results show that both before and after the Russian Socialist October Revolution of 1917, John Dewey had a major impact on the development of the Russian school system. The fact that, around the end of the 1920s, John Dewey was then rejected did not have pedagogical but rather political and ideological reasons. (DIPF/Orig.)

According to Heider, some of his ideas about common-sense psychology presented in The Psychology of Interpersonal Relations ( Heider, 1958 ) originally came from his academic teacher, Alexius Meinong. However, Heider makes no reference to Meinong in his book. To clarify Meinong's influence on Heider, we compare Heider's explication of common-sense psychology with Meinong's writings, in particular those on ethics. Our results confirm that Heider's common-sense psychology is informed by Meinong's psychological analyses in several respects: Heider adopts aspects of Meinong's theory of emotion, his theory of value, and his theory of responsibility attribution. In addition, Heider more or less continues Meinong's method of psychological inquiry. Thus, even without Meinong's name attached, many aspects of Meinong's psychology found their way into today's social psychology via Heider. Unknowingly, some of us have been Meinongians all along.