Suchergebnisse

"Bildung" - im umfassenden Verständnis - ist die Entwicklung der Persönlichkeit und ein Prozess, der sich von der Geburt/vor der Geburt bis zum Tod erstreckt. Bildung ist also all das, was man an Erfahrungen, Können und Wissen über ein Leben hinweg sammelt und lernt. Die Entwicklung der Persönlichkeit ist sowohl intransitiv als auch transitiv: einerseits entwickelt sich eine Persönlichkeit im Sinne eines Individuums, eines Subjekts, andererseits wirkt jemand auf eine Persönlichkeit ein. Doch in öffentlichen und politischen Diskussionen wird "Bildung" als Begriff stark eingeschränkt, weil mit ihm zumeist nur Schulbildung und jede Art von Ausbildung gemeint werden. Damit wird nur die organisierte Komponente von Bildung angesprochen, die nicht-organisierten Bildungseinflüsse und Teile der Persönlichkeitsentwicklung aber ausgeklammert werden. Werden der Bildungsbegriff nicht umfassend verstanden und die großen Zusammenhänge nicht gesehen, können gewünschte Veränderungen im Schulbildungssystem nicht erreicht werden. Ein Beispiel für eine beschränkte Sichtweise findet sich unter anderen im Bildungsvolksbegehren und seinen Forderungen aus dem Jahr 2011, das den Anstoß zur Auseinandersetzung mit dem Gebrauch des Bildungsbegriffs gab.. - "Bildung" in a broad comprehension can be defined as the development of personality and as a process, which lasts from birth or before birth until death. Experience, ability and knowledge are collected a whole life long: this is what "Bildung" is. The development of personality is as well intransitive as transitive: on the one hand a personality or individual develops itself, on the other hand many persons and institutions influence the formation of a person. In public and political discussions the term "Bildung" is under a constricted perception, the usual meaning of it is "Bildung" at schools. The organizational part of "Bildung" is in the center of these discussions, the non-organized influences and parts of the development of the personality are usually missing. The reasons for the failure of desired changes in the system of school education are the deficient understanding of "Bildung" and the ignorance of major relationships. An example of such a failure is the so called "Bildungsvolksbegehren" from 2011 and its demands, which will be discussed in this thesis.

Der Beitrag steht in seiner theoretischen Ausrichtung und in seiner Thematik dem politikwissenschaftlichen (im Vergleich zum soziologischen) Verständnis von internationalen Beziehungen sehr nahe. Er zeigt, dass Klimaerwärmung zwar ein geteiltes Weltrisiko darstellt, jedoch nicht zum Bedeutungsverlust von Nationalstaaten führt. Auch wenn einzelne Staaten nicht mehr die objektive Kompetenz besitzen, das Klimaproblem zu lösen, so führt dies nicht automatisch zu einer Übertragung nationalstaatlicher Kompetenzen auf transnationale Organisationen. Vielmehr entpuppt sich das Kyoto-Protokoll als Kampffeld, auf dem nationale Interessen miteinander in Wettstreit treten. (ICE2)

Work, precarity and COVID-19 -- Part 1 On the current situation: status quo on work and employment in times of COVID-19 -- Old and new forms of precarity - upheavals in the world of work in the COVID-19 pandemic -- Consequences of unemployment for employable persons of the 50+ generation and special challenges during the COVID-19 pandemic -- Structurally stressful factors for women in the Corona pandemic -- Part 2 Challenges and solutions for specific groups of people -- Part 2 On the labour market-related challenges and potentials of the COVID-19 pandemic for migrants in Austria. Labour market-related challenges and potentials of the COVID-19 pandemic for migrants in Austria -- Distributed work during the COVID-19 pandemic: stocktaking, discrimination potentials, recommendations for action -- Part 3 Ways to (re-)establish social justice and inclusion in the labour market -- Social changes due to COVID-19 - opportunities and risks for social justice and inclusion in the labour market.

The anthology presents the social consequences of the COVID-19 pandemic in the field of work and gainful employment from a multidisciplinary perspective of social and economic sciences. Specifically, it deals with the analysis of changes in work processes and relations in the course of the COVID-19 pandemic. Different facets of the discussion are taken up, and the topic of "work, precarity and COVID-19" is discussed along a wide range of diversity categories (age, gender, disability, social origin, ethnicity, religion, etc.) and their intersections (intersectionality). At the same time, the focus is on discussing alternative models and ways of dealing with the current crisis that (re)establish social justice and inclusion through work. The editors Dr. Christine Pichler is Professor of Sociology at the Disability and Diversity Studies (DDS) programme at the Carinthian University of Applied Sciences and head of the ISAC - Intergenerational Solidarity, Activity and Civil Society Department at IARA - Institute for Applied Research on Ageing. Carla Küffner holds the professorship for fields of action in Disability and Diversity Studies at the Carinthian University of Applied Sciences. The translation was done with the help of artificial intelligence. A subsequent human revision was done primarily in terms of content.

The "Disability and Diversity Studies" (DDS) are research fields which, similar to social work, deal with social inclusion and exclusion processes. Dimensions of disability and diversity can lead to disadvantages and inequalities in the individual life and social coexistence of people. The DDS examine these inequalities and identify intersectional relationships between diversity categories. The concept of intersectionality opens up the view of the restriction of diversities, which can lead to the intensification of inequalities and multiple discriminations: e. g., in the case of being a woman and member of an ethnic minority. The starting point is therefore not the difference category per se, but the intersection of several categories [5]. This knowledge of categorizing classification and exclusion in their intersectionality is fundamental for the dissolution of social, societal, political and economic inequality. The DDS bachelor's program at the Carinthia University of Applied Sciences, which combines Disability and Diversity Studies, focuses on these research areas and develops practical solutions. In medical education and training, too, it is essential that teachers and students, but also patients, recognise the complex interrelationships of divergences in medical practice and the resulting stigma that must be removed. The DDS can serve as a basis for taking these interrelationships into account, for incorporating creative approaches to solutions and a diversity-sensitive attitude into the doctor-patient relationship and medical treatment. For example, the first and so far only World Report on Disability from 2011 noted a still existing negative infiltration of doctor-patient-interactions through stigmatization of persons with disabilities and deviations. Misunderstandings, lack of knowledge and wrong presettings can endanger the treatment [32]. In order to create the framework conditions for an appropriate consideration of diversity and disability in the program, it is necessary to impart six core ...