Anhand einer diskursanalytischen Auswertung acht problemzentrierter Interviews mit Akteurinnen und Akteuren des Kampfes um das Frauenstimmrecht in den Schweizer Kantonen Appenzell-Innerrhoden und Appenzell-Ausserrhoden wird der Frage nachgegangen, wie individuelle Handlungsmächtigkeit im Kontext dieses gesellschaftlichen Veränderungsprozesses diskursiv hergestellt werden konnte. Als zentral für die Subjektpositionierung und das Erlangen einer warranting voice erwiesen sich dabei die Spannungsfelder zwischen "Provokation und Anpassung" sowie einer Veränderung von "innen oder von außen". Die jeweiligen Pole wurden zwar als sich gegenseitig ausschließend diskutiert, die Analyse macht jedoch deutlich, dass handlungs- und damit veränderungsmächtige Subjektpositionierungen erst im Vorgang der Aushandlung entstehen konnten. Die empirische Analyse zeigt damit detailliert auf, dass die sozialkonstruktionistische Position eines konstruierten Subjekts keinesfalls dessen Handlungsmächtigkeit verunmöglicht, sondern Handlungsmächtigkeit erst durch den Prozess der Subjektpositionierung ermöglicht wird.
Rezension von: 1. Hanna Kiper / Wolfgang Mischke: Einführung in die Allgemeine Didaktik. Weinheim/Basel: Beltz 2004 (194 S.; ISBN 3-407-25356-7; 14,90 EUR); 2. Friedrich W. Kron: Grundwissen Didaktik. München/Basel: Reinhardt (UTB) 2004 (266 S.; ISBN 3-8252-8073-X; 29,90 EUR); 3. Alfred Riedl: Grundlagen der Didaktik Wiesbaden: Franz Steiner 2004 (162 S.; ISBN 3-515-8589-0; 18,00 EUR); 4. Gerhard Tulodziecki / Bardo Herzig / Sigrid Blömeke: Gestaltung von Unterricht. Eine Einführung in die Didaktik. Bad Heilbrunn: Julius Klinkhardt 2004 (290 S.; ISBN 3-7815-1356-4; 19,00 EUR).
Nowadays for the foreign policy it is significantly important to be well presented for the society and get enough support to be able to act confidently in a foreign relations field. Considering that all this representation basically comes from online media sources and social media networks, everyone and everywhere has the possibility to check news from foreign policy field and form their point of view. Currently, when the social media becomes more and more popular, even the organization itself or political figure can represent themselves without any mediators, while online media sources represent news prepared by journalists and based on a particular discourse. Therefore, it is relevant to analyze how information is provided in both cases, which fields of Lithuanian foreign policy get the most attention in media and what kind of opinion can shape the user of chosen channels. There is already a significant contribution to the field of foreign policy and media done: works about public diplomacy and active Twitter importance are made. Although, this research concentrates to specific media tools – delfi.lt and Facebook and evaluates their ability to shape public opinion. Object of this research is the opinion about Lithuanian foreign policy formation in online and social media tools. Goal of the research is to determine what public opinion about Lithuanian foreign policy may have Lithuanian public while using Lithuanian online media resources for getting information on Lithuanian Foreign Affairs. To reach the goal of the research the five tasks are raised. First and second unites theoretical review of scientific works seeking to find out main ideas about constructivism, public opinion formation and public discourse formation processes. The third task is to collect and analyze articles in the news media portal and posts in social media which are related to Lithuanian foreign policy while using quantitative and qualitative methods. Following task requires to reveal the main ideas of Lithuanian foreign policy which are prevailing in social media and shared by institutions (MFA, Presidency) and to discover the main ideas of Lithuanian foreign policy which are provided by the most popular Lithuanian online media source. The last task is the classification of the information in the news media and social media on Lithuanian Foreign Affairs by discussing what image of Foreign Affairs may have Lithuanian public and what public opinion on these issues may be spread by analyzed channels. After the using scientific research methods, conclusions were provided. It was find out that Lithuanian foreign policy is actively represented both in online news source delfi.lt and social network Facebook. Quantitative analysis showed that in delfi.lt, mostly articles from foreign policy field are related to MFA strategic activities plan. This situation reveals that Lithuanian foreign policy is implemented based on goals made in advance. Therefore, the audience might see Lithuanian foreign policy as consistent and trustworthy. The variety of articles authors and critical insights let to see the foreign policy situations from different angles. Meanwhile in a social network Facebook, in a President account, the dominant information is related with her personal agenda. It is noticeable communication with strong foreign countries and active participation in foreign organizations activities. These insights show the ability of President to represent country and reach favorable goals for Lithuania while representing it in foreign field. Whereas MFA Facebook account concentrates to publication of information related to their events and initiatives. Active cooperation with neighbor countries is highlighted, as well support for problematic countries is expressed. ; Šiuolaikinėje visuomenėje užsienio politikai yra ypatingai svarbu tinkamai save reprezentuoti viešojoje erdvėje bei gauti pakankamai palaikymo, kad pavyktų pasitikinčiai veikti tarptautinių santykių lauke. Reprezentacija dažniausiai vyksta internetiniuose naujienų portaluose bei socialiniuose tinkluose, o tai leidžia patogiai ir greitai pasiekti naujienas bei susiformuoti tam tikrą nuomonę. Socialinėms medijoms tapus neatsiejama visuomenės dalimi, net institucijos ar politiniai veikėjai gali tuo pasinaudoti ir patys tiesiogiai rūpintis savo reprezentacija, tuo tarpu internetinėse medijose publikacijos yra parengiamos žurnalistų, remiantis ir formuojant tam tikrą diskursą. Todėl yra svarbu išanalizuoti, kaip informacija yra pateikiama abiem atvejais, kurios sferos iš Lietuvos užsienio politikos srities gauna daugiausia informacijos ir kokią viešąją nuomonę gali susiformuoti šių kanalų vartotojai. Užsienio politikos ir medijos srityje jau yra atlikta nemažai svarbių tyrimų, galima sutikti išsamių analizių apie viešąją diplomatiją bei Twitter svarbą politiniame lauke. Tuo tarpu šis tyrimas koncentruojasi būtent ties delfi.lt ir Facebook publikacijomis užsienio politikos tema bei jų gebėjimu formuoti viešąją nuomonę, tiriant 2018 metų, birželio – gruodžio mėnesių laikotarpį. Tyrimo objektas yra nuomonės formavimas apie Lietuvos užsienio politiką naujienų portaluose ir socialinėse medijose. Tyrimo tikslas yra apibrėžti kokią viešąją nuomonę apie Lietuvos užsienio politiką gali turėti Lietuvos visuomenė, naudodama internetinius naujienų portalus bei socialinius tinklus šiai informacijai gauti. Tikslui pasiekti yra suformuotos šešios užduotys. Pirmoji ir antroji apjungia teorinę analizę, kuomet yra siekiama išgryninti pagrindines konstruktyvizmo idėjas, atskleisti viešosios nuomonės formavimo bei viešojo diskurso susikūrimo procesus. Trečioji užduotis įvardina informacijos atrinkimą iš Delfi.lt ir Facebook bei jos analizę, naudojantis kiekybiniais ir kokybiniais tyrimų metodais. Ketvirtąja užduotimi siekiama atskleisti pagrindines Lietuvos užsienio politikos idėjas, vyraujančias internetinėje žiniasklaidoje bei socialinėse medijose. Penktoji užduotis skirta tyrimo metu (naujienų portale ir socialiniame tinkle) rastos informacijos apibendrinimui, akcentuojant kokį įvaizdį bei nuomonę apie Lietuvos užsienio politiką galima susidaryti gaunant naujienas iš minėtų šaltinių. Atlikus pasirinktų šaltinių analizę paaiškėjo, kad Lietuvos užsienio politika yra aktyviai reprezentuojama tiek naujienų portale Delfi.lt, tiek socialiniame tinkle Facebook. Remiantis kiekybinių tyrimų analize, galima teigti, kad Delfi.lt užsienio politikos tematikoje dominuoja straipsniai, susiję su Užsienio reikalų ministerijos strateginės veiklos planu. Tai atskleidžia, kad užsienio politika yra vykdoma remiantis iš anksto numatytais tikslais. Dėl to visuomenė Lietuvos užsienio politiką gali matyti kaip nuoseklią ir patikimą. Straipsnių autorių įvairovė bei galimi kritiniai požiūriai leidžia auditorijai pažvelgti į situacijas iš skirtingų perspektyvų. Tuo tarpu socialiniame tinkle Facebook, Prezidentės D. Grybauskaitės paskyroje dominuoja elementai iš jos dienotvarkės, pateikiama informacija iš pagrindinių susitikimų, dalyvavimų renginiuose. Pastebimas nuoseklus bendravimas su didžiosiomis valstybėmis bei įsitraukimas į tarptautinių organizacijų veiklas. Kas vėlgi, parodo šios užsienio politikos veikėjos gebėjimą reprezentuoti savo valstybę bei aktyviu dalyvavimu tarptautiniuose susitikimuose siekti jai palankių sprendimų. Kitas analizuotas Facebook profilis, priklausantis URM, daugiausia susitelkia į informacijos publikacijas apie institucijos organizuojamus renginius bei iniciatyvas. Išryškėja aktyvus bendradarbiavimas su kaimyninėmis valstybėmis, pagalba probleminėse situacijose bei draugiški santykiai tarptautinėje arenoje. ; Politikos mokslų ir diplomatijos fakultetas ; Politologijos katedra
Qur'an memorizer or commonly known as Hafidz Qur'an is currently getting quite intense attention from Moslem society in Indonesia, especially Moslem society in Jember. This positive acceptance can be seen from the development of tahfidz Qur'an program in various educational institutions in Jember and the number of educational scholarship offered to students who memorized Qur'an. This study aims to explain the social construction of the Hafidzah Qur'an in Jember with the use of constructivism method. The theory used is social construction that explains the formation of a society based on the knowledge they have through three simultaneous processes, namely, externalization, objectivation, and internalization. The result of this study is that the social construction of the moslem community in Jember shows positive acceptance of hafidzah Qur'an. It began with an externalizing moment when people found out about hafidz Qur'an through Islamic studies and television programs. Then the community formed the acceptance through the construction of tahfidz institution and the provision of scholarship to hafidz students in objectivation process, and finally it inspires the community to become hafidz and send their children to tahfidz institutions in the process of internalization. Keywords: Hafidz Qur'an, social construction, externalization, objectivation, internalization Referensi: Ahmad, A. A. 2012. Musnad Imam Ahmad bin Hanbal. Riyadh: Maktaba Dar-u-Salam. Terjemahan oleh Al-Khattab. 2012. English Translation of Musnad Imam Ahmad bin Hanbal. Cetakan Pertama. Riyadh: Maktaba Dar-us-Salam Anwar, Rosihan. 2008. Ulumul Qur'an. Bandung: CV. Pustaka Setia Bagong, Suyanti dan Sutinah. 2013. "Metode Penelitian Sosial: Berbagai Alternatif Pendekatan". Jakarta: Kencana Prenadamedia Group Barker, C. 2015. "Cultural Studies: Teori dan Praktik". Bantul: Kreasi Wacana Berger, P.L. 1991. Langit Suci Agama Sebagai Realitas Sosial. Cetakan Pertama. Diterjemahkan oleh Hartono. Jakarta: LP3ES Berger, P. L dan Thomas Luckmann. 1990. Tafsir Sosial Atas Kenyataan. Cetakan Ke 1. Diterjemahkan oleh Hasan Basari. Jakarta: LPES Bungin. 2008. Konstruksi Sosial Media Massa: Kekuatan Pengaruh Media Massa, Iklan Televisi dan Keputusan Konsumen serta Kritik terhadap Peter L. Berger dan Thomas Luckmann. Jakarta: Kencana Prenada Media Group Denzin, Norman K. dan Yvonna S. Lincoln. 2009. "Handbook of Qualitative Research". Cetakan ke 1. Diterjemahkan Oleh: Dariyatno dkk. Yogyakarta: Pustaka Pelajar. Jaffer, Abbas & Masuma Jaffer. 2009. Quranic Sciences. London: ICAS Press Kemenag. 2014. Al-Qur'anulkarim Al-Ihsan. Bandung: Al-Hambar Nawawi, H. 1998. Metode Penelitian Bidang Sosial. Yogyakarta: Gadjah Mada University Press Paloma, M. M. 2004. Sosiologi Kontemporer. Jakarta: Raja Grafindo Persada Ridder, HG. 2014. A Review Book of Qualitative Data Analysis. A Methods Sourcebook. Hannover: SAGE Publicatio Shihab, Q. 2003. Wawasan Al-Qur'an. Jakarta: Penerbit Mizan Suryana. 2010. "Metode Penelitian Model Praktis Penelitian Kuantitatif dan Kualitatif". Bandung : Universitas Pendidikan Indonesia. Skripsi: Ula, Nur Habibatul. 2016. Pengaruh Media Televisi dalam Acara Hafidzah Indonesia terhadap Menghafal al-Qur'an Siswa Kelas 3 SDIT Ghilmani Ketintang Surabaya. Skripsi. Surabaya: Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Ampel Surabaya Nurnaini, K. 2014. Motivasi Berprestasi Mahasiswa Penyandang Tundakasa. Skripsi. Surabaya: Fakultas Psikologi dan Kesehatan Universitas Islam Negeri Sunan Ampel Surabaya Baehaki, A. 2009. Pemenuhan Kebutuhan Chatters dalam Program Chate Mate, O Chanel. Skripsi. Depok: Fakultas Ilmu Sosial dan Ilmu Politik Universitas Indonesia Rosiawati, D. I. 2014. Konstruksi Realitas Sosial Anggota Multi Level Marketing Fashion di Kota Jember. Skripsi. Jember: Fakultas Ilmu Sosial dan Ilmu Politik Universitas Jember Iskandar, A. S. 2013. Konstruksi Identitas Muslimah Bercadar. Skripsi. Jember: Fakultas Imu Sosial dan Ilmu Politik Universitas Jember Disertasi: Bungin, B. 1990. Konstruksi Sosial Media Massa Makna Realitas Sosial Iklan Televisi dalam Masyarakat Kapitalistik. Disertasi. Surabaya: Program Pascasarjana Universitas Airlangga Jurnal: Manuaba, Putera. 2008. "Memahami Teori Konstruksi Sosial". Surabaya: Masyarakat Kebudayaan dan Politik Vol. 21 No. 3 pp. 221-230 Manshur, F. M. 1998. Budaya Pesantren dan Tradisi Pengajian Kitab. Yogyakarta: Humaniora No. 8 pp. 46-52 Mushtofa. 2015. Kedatangan Islam dan Pertumbuhan Pondok Pesantren di Indonesia Prespektif filsafat Sejarah. Madiun: An-Nuha Vol. 2 No. 1 pp. 1-15 Ngangi, Charles R. 2011. Konstruksi Sosial dalam Realita Sosial. Jakarta: ASE Vol. 7 No. 2 pp. 1-4 Romdloni, Ali. 2005. Tradisi Hafalan Qur'an di Masyarakat Muslim Indonesia. Jakarta: Journal of Qur'an and Hadith Studies Vol. 4 No.1 pp. 1-18 Zulva, Ngindiana. 2014. Sejarah Tahfidzul Qur'an Pondok Pesantren Al-Qur'an Nurul Huda Singosari Malang Tahun 1973-2007. Surabaya: AVATARA Vol. 2 No. 3 pp. 241-250 Internet: Avepress. 2010. "Budaya Malam Ganjilan di Jember" https://www.avepress.com/budaya-malem-ganjilan-di-jember/ [diakses tanggal 3 September 2018] Badan Pusat Statistik Jember. 2018. "Kabupaten Jember dalam Angka 2018" https://jemberkab.bps.go.id/publication/2018/08/23/ed0fddee041f0944344af43b/kabupaten-jember-dalam-angka-2018.html [diakses pada tangal 30 Agustus 2018] Tempo.co. 2017. "Setelah SNMPTN, IPB dan UNDIP Terima Mahasiswa Hafiz Al-Qur'an" https://nasional.tempo.co/read/869661/setelah-snmptn-ipb-dan-undip-terima-mahasiswa-hafiz-al-quran [diakses pada 16 Oktober 2017] Admin. 2016. "Apresiasi UNS untu Mahasiswa Hafiz" https://uns.ac.id/id/uns-update/mahasiswa-hafiz.html [diakses pada 16 Oktober 2017] PPA Putra. 2017. "Pendaftaran Santri Baru" http://ppa-putra.ibnukatsir.or.id/2017/02/28/pendaftaran-santri-baru/ [diakses pada 21 November 2017] Hajaroh, M. "Paradigma, Pendekatan dan Metode Penelitian Fenomenologi". staffnew.uny.ac.id/upload/132011629/penelitian/fenomenologi.pdf [diakses pada 27 November 2017] Redaksi Kampus Undip, "Hafidzah Qur'an Kini Bisa Masuk Undip Lewat SMBU" http://www.kampusundip.com/2016/07/hafizh-quran-kini-bisa-masuk-undip.html [diakses tanggal 24 Mei 2018] Solichah, Z. "Hafiz Al Qur'an Bebas Pilih Sekolah di Jember" https://www.antaranews.com/berita/567996/hafiz-al-quran-bebas-pilih-sekolah-di-jember [diakses tanggal 3 Juni 2018] Budiawati, A. D. "Bank Syariah Ini Buka Lowongan, Hafiz Qur'an Diutamakan" https://www.dream.co.id/dinar/bank-syariah-ini-buka-lowongan-hafiz-quran-silakan-masuk-1801291.html diakses tangggal 29 Juni 2018 [diakses tanggal 29 Juni 2018] Alaydrus, H. 2017. "Survei Membuktikan Generasi Milenial Lebih Suka Menonton TV" http://industri.bisnis.com/read/20171103/105/705870/survei-membuktikan-generasi-milenial-lebih-suka-nonton-tv [diakses tanggal 4 Juli 2018] Tempo.co. 2015. "90 Persen Orang Indonesia Doyan Nonton Ketimbang Baca Buku" https://nasional.tempo.co/read/713809/90-persen-orang-indonesia-doyan-nonton-ketimbang-baca-buku [diakses tanggal 4 Juli 2018] Hendri. 2017. "Sebelum Lulus, Siswa SMA Ini Wajib Hafal Alquran" https://www.jawapos.com/jpg-today/19/02/2017/sebelum-lulus-siswa-sekolah-ini-wajib-hafal-alquran [diakses pada 6 Juli 2018] PPPA. Daarul Qur'an. 2012. "Hadits Keempat" https://pppa.or.id/hadist/4/Hadits-Keempat [diakses tanggal 3 Sepember 2018]
Der vor Ihnen liegende Artikel will einen ersten Eindruck und Überblick zu lösungsfokussierter Therapie geben. Dabei nimmt die Darstellung ihren Ausgangspunkt bei der Entwicklung aus dem Ansatz von M. H. Erickson und liefert somit einen historischen Hintergrund. In einem zweiten Schritt wird das Praxismodell in seinen Grundzügen dargelegt. Der dritte Teil zeigt mögliche erklärungstheoretische Ansätze zur Begründung des lösungsfokussierten Vorgehens. Abschließend werden Fragen der Verträglichkeit mit anderen Therapiekonzepten sowie gesundheitspolitische Fragen erörtert.Schlüsselwörter: Lösungsfokussierte Therapie, Kurzzeittherapie, Ressourcenorientierung, konstruktivistische Therapien. ; The paper intends to give a first impression and overview to Solution Focussed Therapy (SFT) to the appreciated reader. Starting with the influences on Solution Fokussed Therapy by the work of M. H. Erickson, the first part of the paper focusses on the historical background of the development of SFT. The second part outlines the basic assumptions and guidelines of the model in practice, while the last part delineates possible theoretical models for the explanation and foundation of the proceeding. In conclusion questions concerning the fitting with alternative therapy-concepts as well as the mental health policy will be discussed.Keywords: Solution Focussed Therapy, brief therapy, resources of clients, constructivist therapies. ; La présente contribution met en évidence les caractéristiques de la thérapie centrée sur la recherche d'une solution, sous forme d'un narratif que l'auteur se raconte à lui-même. D'entrée on se rend compte de la manière dont le thème se réfléchit lui-même, ainsi que du fait que le langage joue un rôle extrêmement important à la fois au niveau de la procédure thérapeutique et à celui de la tentative faite pour la présenter. Les problèmes inhérents au concept de "thérapie centrée sur la recherche d'une solution" et à la brièveté des traitements impliquée sont d'abord signalés. On présente ensuite un résumé de l'histoire du concept, à partir de Milton H. Erikson et des approches thérapeutiques très variées qu'il a inspirées: thérapie stratégique, thérapie systémique et hypno-thérapie. Les deux principales parties du travail consistent en une description de la manière dont l'application pratique de ce type de thérapie est conçue et d'une présentation de son approche au niveau épistémologique.Concernant le modèle pratique, on en élucide d'abord les conditions-cadres, c'est-à-dire la manière dont le modèle doit être lu- en tant que modèle descriptif qui n'implique pas de prescriptions - et la structure habituellement offerte pendant les séances. Puis l'on décrit l'attitude du/de la thérapeute dans le cadre du traitement, attitude caractérisée d'une part par la manière dont il gère la relation mais aussi et surtout par le type de questions posées. Les mots de passe sont: ressources et avenir. Les types de questions - conçues ici comme instruments utilisés lors de l'interview et désignées par les Américains comme "five useful questions" - sont ensuite décrits en détail. Il s'agit de questions 'invitation' (qui charge qui de quel mandat thérapeutique!), 'émerveillement' (à quoi ressemblerait le monde du client si les problèmes Qui l'on fait consulter étaient résolus?), 'exception' (quand une petite partie de ce 'miracle' s'est-elle déjà produite - même sans qu'on le remarque?), 'échelle d'évaluation' (où situer l'état actuel sur une échelle de 10 points? quel a été le nombre maximum de points jusqu'à maintenant? quelle devrait être la prochaine étape?) et 'accomplissement' (comment avez-vous réussi . à venir ici malgré tous vos problèmes . à gérer les principaux aspects de votre vie . à vous lever le matin .?). Ceci permet de présenter les principaux instruments dont on dispose lors de l'interview. Mais une interview basée sur la solution ne s'arrête pas là, et c'est pourquoi nous consacrons deux chapitres à la construction et à la transmission d'un feedback - fourni (dans la mesure où le travail se fait en équipe) après une brève pause-discussion avec cette dernière. En fait, nous recommandons ce genre de pause même lorsque le travail se fait sans équipe. A la différence de l'interview, le feedback sert alors de synthèse et de renforcement des données acquises; il fournit également une opportunité de corriger certaines données, mais aussi d'introduire de nouveaux éléments - exemple: une nouvelle perspective ou une recommandation surprenante. La partie de l'article traitant de la pratique se termine par de brève explication concernant les séances suivantes. Il s'agit en principe d'abord d'une évaluation: une amélioration s'est-elle produite ou pas? Dans le premier cas, on procède- nous simplifions beaucoup -selon la devise "fais encore plus de ce qui a un effet positif!". Dans le second - et en simplifiant encore -, on tente de déconstruire en cernant ce qui dans la période écoulée peut être considéré comme relativement plus positif. Ceci permet éventuellement de reposer une base à partir de laquelle des questions centrées sur la recherche d'une solution pourront être posées. Dans le chapitre traitant de l'épistémologie, on se réfère d'abord aux approches existantes et surtout au travail de Steve de Shazer, qui a tenté d'élaborer des explications de type linguistico-analytique en se fondant sur les derniers ouvrages philosophiques de Wittgenstein. Puis l'on présente le constructivisme social de Kenneth Gergen, le considérant comme un concept utile au niveau de l'explication. Cette approche nous a paru prometteuse du fait surtout que Gergen s'est beaucoup intéressé à la psychothérapie et a réfléchi à l'utilité de son approche dans ce domaine; en effet, ici aussi se situent au premier plan le langage, ses séductions mais aussi sa fonction de guide à l'action au niveau social. L'avantage de l'attribution d'une base socio-constructive à la thérapie est en rapport avec le fait qu'elle permet de souligner que de nouveaux discours et de nouveaux narratifs peuvent parfaitement être viables - et avec eux de nouvelles impulsions à agir hors de la thérapie, ce qui permet d'accorder à la "vie de tous les jours" une importance suffisante par rapport à la situation quelque peu artificielle de la thérapie formelle. L'article se termine sur une brève discussion critique des rapports entre la thérapie centrée sur la recherche de solutions et d'autres approches thérapeutiques - peu de problèmes ici -, de la question d'une version à long terme de ce type de thérapie -elle dépendra de la définition de la thérapie à long terme -, et du contexte actuel dans le domaine de la politique de la santé, qui favorise les "thérapies brèves" pour des raisons d'ordre avant tout financier. ; unknown ; publishedVersion
Der vor Ihnen liegende Artikel will einen ersten Eindruck und Überblick zu lösungsfokussierter Therapie geben. Dabei nimmt die Darstellung ihren Ausgangspunkt bei der Entwicklung aus dem Ansatz von M. H. Erickson und liefert somit einen historischen Hintergrund. In einem zweiten Schritt wird das Praxismodell in seinen Grundzügen dargelegt. Der dritte Teil zeigt mögliche erklärungstheoretische Ansätze zur Begründung des lösungsfokussierten Vorgehens. Abschließend werden Fragen der Verträglichkeit mit anderen Therapiekonzepten sowie gesundheitspolitische Fragen erörtert.Schlüsselwörter: Lösungsfokussierte Therapie, Kurzzeittherapie, Ressourcenorientierung, konstruktivistische Therapien. ; The paper intends to give a first impression and overview to Solution Focussed Therapy (SFT) to the appreciated reader. Starting with the influences on Solution Fokussed Therapy by the work of M. H. Erickson, the first part of the paper focusses on the historical background of the development of SFT. The second part outlines the basic assumptions and guidelines of the model in practice, while the last part delineates possible theoretical models for the explanation and foundation of the proceeding. In conclusion questions concerning the fitting with alternative therapy-concepts as well as the mental health policy will be discussed.Keywords: Solution Focussed Therapy, brief therapy, resources of clients, constructivist therapies. ; La présente contribution met en évidence les caractéristiques de la thérapie centrée sur la recherche d'une solution, sous forme d'un narratif que l'auteur se raconte à lui-même. D'entrée on se rend compte de la manière dont le thème se réfléchit lui-même, ainsi que du fait que le langage joue un rôle extrêmement important à la fois au niveau de la procédure thérapeutique et à celui de la tentative faite pour la présenter. Les problèmes inhérents au concept de "thérapie centrée sur la recherche d'une solution" et à la brièveté des traitements impliquée sont d'abord signalés. On présente ensuite un résumé de l'histoire du concept, à partir de Milton H. Erikson et des approches thérapeutiques très variées qu'il a inspirées: thérapie stratégique, thérapie systémique et hypno-thérapie. Les deux principales parties du travail consistent en une description de la manière dont l'application pratique de ce type de thérapie est conçue et d'une présentation de son approche au niveau épistémologique.Concernant le modèle pratique, on en élucide d'abord les conditions-cadres, c'est-à-dire la manière dont le modèle doit être lu- en tant que modèle descriptif qui n'implique pas de prescriptions - et la structure habituellement offerte pendant les séances. Puis l'on décrit l'attitude du/de la thérapeute dans le cadre du traitement, attitude caractérisée d'une part par la manière dont il gère la relation mais aussi et surtout par le type de questions posées. Les mots de passe sont: ressources et avenir. Les types de questions - conçues ici comme instruments utilisés lors de l'interview et désignées par les Américains comme "five useful questions" - sont ensuite décrits en détail. Il s'agit de questions 'invitation' (qui charge qui de quel mandat thérapeutique!), 'émerveillement' (à quoi ressemblerait le monde du client si les problèmes Qui l'on fait consulter étaient résolus?), 'exception' (quand une petite partie de ce 'miracle' s'est-elle déjà produite - même sans qu'on le remarque?), 'échelle d'évaluation' (où situer l'état actuel sur une échelle de 10 points? quel a été le nombre maximum de points jusqu'à maintenant? quelle devrait être la prochaine étape?) et 'accomplissement' (comment avez-vous réussi . à venir ici malgré tous vos problèmes . à gérer les principaux aspects de votre vie . à vous lever le matin .?). Ceci permet de présenter les principaux instruments dont on dispose lors de l'interview. Mais une interview basée sur la solution ne s'arrête pas là, et c'est pourquoi nous consacrons deux chapitres à la construction et à la transmission d'un feedback - fourni (dans la mesure où le travail se fait en équipe) après une brève pause-discussion avec cette dernière. En fait, nous recommandons ce genre de pause même lorsque le travail se fait sans équipe. A la différence de l'interview, le feedback sert alors de synthèse et de renforcement des données acquises; il fournit également une opportunité de corriger certaines données, mais aussi d'introduire de nouveaux éléments - exemple: une nouvelle perspective ou une recommandation surprenante. La partie de l'article traitant de la pratique se termine par de brève explication concernant les séances suivantes. Il s'agit en principe d'abord d'une évaluation: une amélioration s'est-elle produite ou pas? Dans le premier cas, on procède- nous simplifions beaucoup -selon la devise "fais encore plus de ce qui a un effet positif!". Dans le second - et en simplifiant encore -, on tente de déconstruire en cernant ce qui dans la période écoulée peut être considéré comme relativement plus positif. Ceci permet éventuellement de reposer une base à partir de laquelle des questions centrées sur la recherche d'une solution pourront être posées. Dans le chapitre traitant de l'épistémologie, on se réfère d'abord aux approches existantes et surtout au travail de Steve de Shazer, qui a tenté d'élaborer des explications de type linguistico-analytique en se fondant sur les derniers ouvrages philosophiques de Wittgenstein. Puis l'on présente le constructivisme social de Kenneth Gergen, le considérant comme un concept utile au niveau de l'explication. Cette approche nous a paru prometteuse du fait surtout que Gergen s'est beaucoup intéressé à la psychothérapie et a réfléchi à l'utilité de son approche dans ce domaine; en effet, ici aussi se situent au premier plan le langage, ses séductions mais aussi sa fonction de guide à l'action au niveau social. L'avantage de l'attribution d'une base socio-constructive à la thérapie est en rapport avec le fait qu'elle permet de souligner que de nouveaux discours et de nouveaux narratifs peuvent parfaitement être viables - et avec eux de nouvelles impulsions à agir hors de la thérapie, ce qui permet d'accorder à la "vie de tous les jours" une importance suffisante par rapport à la situation quelque peu artificielle de la thérapie formelle. L'article se termine sur une brève discussion critique des rapports entre la thérapie centrée sur la recherche de solutions et d'autres approches thérapeutiques - peu de problèmes ici -, de la question d'une version à long terme de ce type de thérapie -elle dépendra de la définition de la thérapie à long terme -, et du contexte actuel dans le domaine de la politique de la santé, qui favorise les "thérapies brèves" pour des raisons d'ordre avant tout financier.
Der Sammelband beschäftigt sich mit der Thematik der kulturellen Dimensionen sozialwissenschaftlicher und (anwendungsorientiert-)ethischer Forschung. Im Mittelpunkt steht dabei die Frage wie Kultur als allgegenwärtiger Aspekt menschlichen Handelns sowohl in als auch durch Ökonomie und Ethik in kritisch-reflexiver Weise berücksichtigt werden kann. Die unterschiedlichen Aspekte des Verhältnisses von Kultur, Ökonomie und Ethik werden in vier Themenkreisen behandelt: 1. Ökonomische Theorie als kultureller Ausdruck: Wie kann Ökonomie als eine (Denk-)Kultur aufgefasst werden? 2. Ökonomie als kulturbewusste Sozialwissenschaft: Wie kann Kultur in der ökonomischen Theorie berücksichtigt werden? 3. Wirtschaftliche Globalisierung und kulturelle Vielfalt: Wie kann die Ökonomie die interkulturelle Dimension des Wirtschaftens theoretisch erfassen und praktisch orientieren? 4. Kultur (in) der Wirtschafts- und Unternehmensethik (WUE): Auf welchen Ebenen kann bzw. sollte WUE eine kulturell diversifizierte 'globale' Wirtschaft und Gesellschaft berücksichtigen? (IAB) Inhaltsverzeichnis: Fabian Scholtes: Zur Einleitung: Kultur als Herausforderung an Ökonomie und Wirtschaftsethik; Amartya K. Sen: How does culture matter? I. Unternehmen als kulturelle und moralische Akteure - Reinhard Pfriem: Strategische Unternehmenspolitik als Daseinsbewältigung: Grundzüge einer kulturalistischen Unternehmensethik wie Theorie der Unternehmung; Andreas Dietrich: Systemtheoretische Fundierung der kulturfokussierten Managementforschung; Marc Hübscher: Moral und Tugend in der Governanceethik: ein forschungsprogrammatischer Vorschlag; Sarah Jastram: Interkulturelles Stakeholdermanagement im Rahmen von Corporate Social Responsibility. II. Sozialwissenschaftlich informierte Ökonomie - Bettina Hollstein: Pragmatistische Inspirationen für eine kulturbewusste Ökonomik; Stephan Märkt: Marktprozesstheorie und economic sociology; Mi-Yong Lee-Peuker: Über die Reichweite von Rationalität bei der Bestimmung des Verhältnisses von wirtschaftlichem Handeln und Kultur; Peter Seele: Institutional faith: Vertrauen und Glauben als Entscheidungsstabilisatoren kulturellen und ökonomischen Handelns. III. Kritik der Wirtschaftsethik - Bernd Remmele, Nils Goldschmidt: Die Bedeutung einer kulturellen Ökonomik für eine Theorie der Wirtschaftsethik; Felix Heidenreich: Selbstbeschreibungen im Widerstreit. IV. Kulturalität von Ökonomie: geistesgeschichtliche und politische Aspekte - Michael S. Aßländer: Die Geburt der Ökonomie aus dem Geist der Aufklärung; Olaf J. Schumann: Das Recht auf Arbeit: historische Genese und philosophische Begründungen; Matthias Glasmeyer: Die kulturelle Prägung von Steuersystemen im Systemwettbewerb.
This research is a case study which sought to explore and map the religious identity of a group of thirty primary school student teachers in their third and fourth year of teacher education. The questions arose because of my personal experience of primary school teachers over the last twenty years in schools under religious patronage, where there is a requirement to teach religious education. The study was framed in the social, political and economic landscape of Ireland from 1990 ? 2010, which broadly encompasses the life-span of these students. The country witnessed great socio-economic change: the rise of a vibrant economy and industrial stability; the arrival of immigrants from all over the world; the building boom and the rise of a consumerism not seen in Ireland before. There was a changing political landscape: the election of two female Presidents of Ireland; political stability; and the success of the Northern Ireland Agreement. As well as this secular change, it was a period of religious change, when religious affiliation and attendance at religious services continued to decline. It was also a period which saw the failures of the Catholic Church uncovered and laid out in public. Religious Congregations and Dioceses were investigated by Government Inquiries as the sexual, physical and psychological abuse of children was exposed. The aim of the literature review is to survey identity theory in a number of different ways. It is divided into three sections to investigate identity theory, teacher identity and religious identity. The identity theory is also divided into three sections to review social identity, personal identity and self-concept. The section on teacher identity is concerned with emerging or beginning teacher identity and how teachers begin to negotiate their role as teachers and the concept of professionalism. In both general identity and teacher identity a number of concepts emerge ? identity is seen both as an internal and an external entity: how a person reconciles internally one?s identity and how a person?s identity comes across to the people one encounters. In a similar manner, identity is both personal and social - as much about a person on their own, as it is about them as part of a group. Another common concept is narrative identity is interpreted through the story of a teacher?s life: their experiences and how they learn from them; their mistakes and how they correct them; their aspirations and how they attain them. The religious identity section is divided into two parts ? public religion and religious identity. The public religion looks at secularization theory and the situation of religion in Ireland as might be experienced by student teachers. The section on religious identity looks as how this identity is manifest in the individual, in particular with the concept of spiritual versus religious. This separation of one from the other is increasingly prevalent, which makes for the separation of individual spiritual life from mainstream religious denomination. A final component of the identity section is the chapter on the writings of Karl Rahner. As the primary function of the study is to investigate and map the religious identity of primary school student teachers, Rahner?s writings are used to provide a more comprehensive identity - a thick description. Three elements are explored ? his Theological Anthropology; his Epistemology; and his Pastoral Theology. Rahner?s writing echoes a great deal of what is said here about identity theory, teacher identity theory and obviously religious identity theory, but it gives it a final dimension - he orientation towards God. This orientation is not just in terms of who we are as people, but also how we understand and make meaning of that identity. The literature review and chapter on Rahner are then framed theoretically so as to give a comprehensive basis for creating the interrogative stage and writing the research questions. There are three questions: What characterises the religious identity of a Primary School Student Teacher? How does a Primary School Teacher understand their Religious Identity? How does their religious identity influence their teaching religion in Primary Schools? The first two questions are answered by the thick description - the rich, comprehensive description of the religious identity of the student teachers and how they understand that identity. The third question will be answered by exploring the student teachers? initial experience of teaching and teaching religion. The general research paradigm is social constructivism/ interpretivism; a paradigm which is concerned with the way that individuals interpret their world. Part of this interpretation will include the use of narrative and phenomenology as methods. The principal at the heart of the work is the ?double hermeneutic? - my interpretation of their interpretation. This is a case study of thirty students, bounded geographically, chronologically, and demographically. The case study offers both a unity of purpose, a sufficient depth of study, and an expansive level of description to meet the purposes of the research. All five colleges of Education in the Republic of Ireland were approached; one declined to be involved, one was uncooperative and the remaining three allowed me to interview some of their third-year students. I met with the students in each college as a group and invited them to participate. I also spoke to a number of fourth-year students and eight of these were willing to be interviewed. A semi-structured interview method was used with the thirty students with all considerations of ethics, confidentiality and anonymity duly noted and attended to. The interviews were transcribed by a team of typists. The data generation and collation was undertaken manually. Codes were applied to the interview transcripts and these were gathered in to sets of codes, themes and concepts. The explanation and exposition of the themes and concepts was then completed. This exploration of the data is divided into five sections, along the same lines as the literature review and the research questions: identity theory; teacher identity; religious identity; understanding religious identity; and teaching and religion. The eighth chapter returns to the three research questions. The first two research questions regarding religious identity and the student?s understanding of it encompass the ?thick description? outlined in chapter seven. This description of the three modes of identity is outlined in the literature review and used at the interrogative stage is enriched by Rahner?s anthropology and it provides the basis for four typologies of religious identity which are employed to create an image of the student teachers who were interviewed. The third research question lays out the findings concerning religious identity and teaching religion and takes into consideration the current debate concerning school patronage and management and the religious education background of the student teachers. The final chapter is a summative chapter and as well as outlining some of the limitation of the study, provides the research findings in a summative form along with major recommendations and areas of further research. ; TARA (Trinity?s Access to Research Archive) has a robust takedown policy. Please contact us if you have any concerns: rssadmin@tcd.ie
The Convention on the Rights of the Child, approved by the General Assembly of the United Nations on 20 November 1989, states in Article 2 that "States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status." Therefore, the child becomes a citizen from birth and is competent to learn from birth. Competent in learning, asking questions, seeking answers, and generating a culture of their own. By affirming the right to be recognised as a citizen of the present, competent, culture-generating, we affirm the strength and extraordinary potential of the child and their right to express it. Infant-toddler centres and preschools are excellent educational places, where to build the paradigm of care and community for the child as citizen. Not all-encompassing places for education, but essential. They help to process, rework and update childhood data, to define childhood and to be defined by them and to define societies. It is not just the care of the child, it is the child's culture, it is the child's look at the world, their generative whys. The great cultural and political "revolution" of the last century – never completely accomplished – is making children active protagonists, leaving them their autonomy, considering them as holders of rights and culture. But now we know that society needs its childhood, too. ; carla.rinaldi@unimore.it ; Fondazione Reggio Children – Centro Loris Malaguzzi (The Reggio Children – Loris Malaguzzi Centre Foundation) ; Acemoglu D., Robinson J. A., Why Nations Fail: the Origins of Power, Prosperity, and Poverty, New York 2012. ; Arnheim R., Art and Visual Perception, Oakland 1954. ; Balducci E., L'uomo planetario, Firenze 2005. ; Banerjee A. V., Duflo E., Good Economics for Hard Times: Better Answers to Our Biggest Problems, New York 2019. ; Banerjee A. V., Duflo E., Poor Economics, a Radical Rethinking of the Way to Fight Global Poverty, New York 2011. ; Basaglia O. F. et al, Il bambino sociale. Privatizzazione e deprivatizzazione dell'infanzia, ed. E. Becchi, Milano 1979. ; Bateso G., Mind and Nature, New York 1979. ; Bateson G., Steps to an Ecology of Mind, San Francisco 1972. ; Bauman Z., Missing Community, Cambridge 2000. ; Bauman Z., Postmodernity and its Discontents, Cambridge 1997. ; Bauman z., The Individualized Society, Cambridge 2001. ; Ceppi G., Zini M., Children, Spaces, Relations. Metaproject for an Environment for Young Children, Reggio Emilia 1998. ; Branzi A., La crisi della qualità, Milano 1996. ; Bruner J. et al., Attraversar confini. Idee ed esperienze in dialogo per una nuova cultura dell'educazione dei bambini e degli adulti, ed. Comune di Reggio Emilia, Istituzione Scuole e Nidi d'infanzia, Reggio Children, Associazione Internazionale Amici di Reggio Children, Azzano S. Paolo 2006. ; Bruner J.S., Actual Minds, Possible Worlds, Cambridge 1986. ; Bruner J.S., The Culture of Education, Cambridge 1996. ; Bruner J.S., The Relevance of Education, New York 1996. ; Bruner J.S., Toward a Theory of Instruction, Cambridge 1974. ; Cagliari P., La partecipazione. Valori, significati, problemi e strumenti, Reggio Emilia 1994. ; Calvino I., Lezioni americane, Torino 1988. ; Cambi F., Manuale di storia della pedagogia, Bari 2003. ; Canovi A., Lorenzi O., Borghi E., Una storia presente. L'esperienza delle scuole comunali dell'infanzia a Reggio Emilia, Reggio Emilia 2020. ; Castagnetti M., Rubizzi l., Vecchi V., In viaggio coi diritti delle bambine e dei bambini, Reggio Emilia 1995. ; Da Empoli G., Un grande futuro dietro di noi, Venezia 1996. ; Dahlberg G., Moss P., Ethics and Politics in Early Childhood Education, London 2005. ; Dahlberg G., Moss P., Pence A., Beyond Quality in Early Childhood Education and Care, languages of evaluation, London 2007. ; De Gouges O., The Declaration of the Rights of Women, London 2018. ; Deaton A., The Great Escape: Health, Wealth and the Origins of Inequality, Princeton 2013. ; Delrio G., Città delle persone. L'Emilia, l'Italia e una nuova idea di buon governo, Roma 2011. ; Dewey J., Democracy and Education, New York 1916. ; Dewey J., Experience and Education, New York 1959. ; Dewey J., My Pedagogic Creed, Washington 1929. ; Edwards C., Rinaldi C., The Diary of Laura. Perspectives on a Reggio Emilia Diary, St. Paul 2008. ; Edwards C., Gandini L., Forman G., I cento linguaggi dei bambini, Parma 2017. ; Edwards C., Gandini L., Forman G., The Hundred Languages of Children. The Reggio Emilia Approach to Early Childhood Education, Norwood, NJ 1993. ; Freire P., Edução como prática da liberdade, Rio de Janeiro 1973. ; Freire P., Pedagogia do oprimido, São Paulo 1970. ; Gallese V., Dai neuroni specchio alla consonanza intenzionale. Meccanismo neurofisiologici dell'intersoggettività, "Rivista di Psicoanalisi" 2007 LII. ; Gandini L., Etheredge S., Hill L., Insights and Inspirations from Reggio Emilia, Worcester, MA 2009. ; Gandini L., Mantovani S., Edwards C., Il nido per una cultura dell'infanzia, Azzano S. Paolo 2003. ; Gardner H., Development and Education of the Mind, London 2005. ; Gardner H., Five Minds for the Future, Harvard 2006. ; Gardner H., Frames of Mind. The Theory of Multiple Intelligence, New York 1983. ; Gardner H., The APP Generation: How Today's Youth Navigate Identity, Intimacy, and Imagination in a Digital World, New Haven 2014. ; Giudici C., Vecchi V., Children, Art, Artists. The Expressive Languages of Children, the Artistic Language of Alberto Burri, Reggio Emilia 2004. ; Giudici. C., Krechevsky M., Rinaldi C., Making Learning Visibile, Reggio Emilia 2001. ; Giudici. C., Krechevsky M., Rinaldi C., Rendere visibile l'apprendimento, Reggio Emilia 2009. ; Godbout J.T., Caillé A., The World of the Gift, tr. Donald Winkler, Montreal 1998. ; Grieshaber S., Hatch J.A., Pedagogical documentation as an effect of globalization, "Journal of Curriculum Theorizing" 2003, 19, no. 1. ; Hall E. L., Rudkin J. K., Seen and Heard. Children's Rights in Early Childhood Education, New York 2011. ; Han B.-C., Saving Beauty, Cambridge 2017. ; Han B.-C., The Expulsion of the Other: Society, Perception and Communication Today, Cambridge 2018. ; Malaguzzi L., Loris Malaguzzi and the Schools of Reggio Emilia. A Selection of his Writings and Speeches, 1945-1993, Ed. Cagliari P., Castagnetti M., Giudici C., Rinaldi C., Vecchi V., Moss P., London 2016. ; Malaguzzi L., A charter of rights, Reggio Emilia: Preschools and Infant-toddler Centres Istituzione of the Municipality of Reggio Emilia, From the "The Hundred Languages of Children" exhibition catalogue, published by Reggio Children. ; Mancuso V., La via della bellezza, Milano 2018. ; Mantovani S., Nostalgia del futuro. Liberare speranze per una nuova cultura dell'infanzia, Bergamo 1998. ; Montessori M., Educazione e pace, Milano 1949. ; Montessori M., La scoperta del bambino, Milano 1950. ; Morin E., Sept savoirs nécessaires à l'éducation du futur, Paris 1999. ; Morin E., La tête bien faite. Repenser la réforme et Réformer la pensée, Paris 1999. ; Morin E., Relier les connaissances. Le défi du XXIème siècle, Paris 1999. ; Musatti T., Picchio M., Il monitoraggio della qualità dei servizi integrativi per bambini piccoli, Roma: Istituto di Scienze e Tecnologie della Cognizione - CNR 2003. ; OECD, Education at a Glance, Paris 2019. ; Piaget J., La naissance de l'intelligence chez l'enfant, Paris 1977. ; Piaget J., Psychologie et épistémologie : pour une théorie de la connaissance, Paris 1970. ; Piaget J., Six Etudes de psychologie, Genève 1964. ; Piketty T., The Economics of Inequality, Cambridge 1997. ; Putnam R.D., Making Democracy Work. Civic Tradition in Modern Italy, Princeton, NJ 1993. ; Rajan R., The Third Pillar. How Markets and the State leave the Community behind, New York 2019. ; Read H., Education Through Art, London 1943. ; Resnick M., Lifelong Kindergarten. Cultivating Creativity through Projects, Passion, Peers, and Play, Cambridge 2017. ; Rifkin J., The Empathic Civilisation, New York 2010. ; Rinaldi C., I processi di conoscenza dei bambini tra soggettività ed intersoggettività, Reggio Emilia 1999. ; Rinaldi C., L'ascolto visibile, Reggio Emilia 1999 ; Rinaldi C., Le domande dell'educare oggi, Reggio Emilia 1999. ; Rinaldi C., In Dialogue with Reggio Emilia. Listening, Researching and Learning, New York 2006. ; Rodari G., The Grammar of Fantasy: An Introduction to the Art of Inventing Stories, New York 1996. ; Rousseau J.J., Emile, Paris 1969. ; Scuola di Barbiana. Lettera a una professoressa, Firenze 1967. ; Sen A.K., Development as Freedomm New York 1999. ; Sen A.K., La ricchezza della ragione, Ed. Balestrino A., Ingrao B., Mazzanti G. M., Bologna 2011. ; Sennett R., Together. The Rituals, Pleasures and Politics of Cooperation, New Haven 2012. ; Steffe L.P., Gale E.J., Constructivism in Education, Hillsdale, NJ 1995. ; Stieglitz J.E., Globalization and its Discontent, New York 2002. ; UNICEF. A World Ready to Learn: Prioritizing Quality Early Childhood Education, New York 2019. ; Vygotsky L.S., Thought and Language, Cambridge 1986. ; Vygotsky L.S., The History of the Development of Higher Mental Functions (Vol. 4 The Collected Works of L.S. Vygotsky), New York 1997. ; Yunus M., A World of Three Zeros: the New Economics of Zero Poverty, Zero Unemployment, and Zero Net Carbon Emissions, New York 2017. ; Žižek S., Welcome to Interesting Times!, London 2011. ; 19 ; 1 ; 11 ; 22
Rezension von: Rudolf Tippelt / Aiga von Hippel (Hrsg.): Handbuch Erwachsenenbildung / Weiterbildung. (3., überarbeitete und erweiterte Auflage). Wiesbaden: VS Verlag für Sozialwissenschaften 2009 (1105 S.; ISBN 978-3-531-15506-7; 79,90 EUR).
Full TextThe Barn Owl The Barn Owl (Tyto alba) is a medium-sized, tawny coloured owl that, with the exception of Antarctica, has worldwide distribution. Like most owls the Barn Owl is considered to be nocturnal. Like all owls, it is predatory bird. In the Barn Owl's case, members of the species are said to enjoy (or specialize, in the biological parlance) in small ground mammals—rodents, for example. In Eastern North America, the majority of their diet would include Meadow Voles (Microtus pennsylvanicus) and Deer Mice (Peromyscus maniculatus). Barn Owls strike a distinct-look with their lack of ear tufts (a misnomer of sorts as the tufts—the "horns" of a Great Horned Owl, Bubo virginianus—are not ears and not associated with hearing at all) and their distinct heart-shaped facial disc (which is associated with hearing, but that's another story for another time). As their common name suggests they can be found living in barns, on a nest made from the regurgitated un-digestible remains of those Meadow Voles and Deer Mice they hunt. Of course Barn Owls are not just limited to barns, but nest in silos, abandoned buildings and tree cavities too. Arguably, this should make their name "Barn, Silo, Abandoned Building & Tree Cavity Owl" but that doesn't really roll off the tongue in the same way. These attributes and distinguishing features are all things to keep in mind if you find yourself out birdwatching near a barn in Southern Ontario. During your explorations, while there are certain to be Rock Pigeons (Columba livia) fluttering about, if you happen to come across a Barn Owl in this setting, you should take notice. Seeing a Barn Owl in Southern Ontario (especially a living Barn Owl) is something to make special note of—it's not a regular occurrence. Part of the significance of seeing a Barn Owl lies in its relative in-abundance. While individuals identified as Tyto alba enjoy a cosmopolitan reputation, Southern Ontario has been considered the northern range of the species ("Ontario Barn Own Recovery Project," 2005) and it has been suggested that Barn Owls have always found, say, other places more to their liking. Because of this, the Barn Owl is a special bird in Canada: it is officially endangered, recognized by the Committee on the Status of Endangered Wildlife in Canada (COSEWIC) ("Ontario Barn Own Recovery Project," 2005). It seems as though Barn Owls living in Ontario have had bad luck of late— of the "handful" ("Ontario Barn Own Recovery Project," 2005 ¶ 4) that have been seen since 1999, two were roadkills ("Ontario Barn Own Recovery Project," 2005) and no breeding pairs have been "confirmed." The Barn Owl of February 27th 2006 If you are a serious birder in Ontario, with a computer and internet access, it is likely that you are aware of the electronic mailing list called Ontbirds. Ontbirds is presented by the self-proclaimed provincial birding association, the Ontario Field Ornithologists. The electronic mailing list (or listserv) is meant to be a clearing-house of bird sightings and directions for interested birders: you read about a bird you would like to see, get the directions and off you go on a (perhaps literal) wild goose chase. On average, four to seven sightings are posted daily. As might be expected, more posting occurs on the weekend, and more postings occur seasonally during spring and fall migration. Typical emails follow a standard form: the subject line contains the bird or birds seen and their location while the body of the email contains more specific information about the birds and precise directions to the location they might be found. While thorough, the information shared is, generally speaking, pretty uncontentious stuff. So, it was with interest that a seemingly normal post on February 28th, 2006 took on new dimensions: whispers of deception, accusation of fraud and, more interestingly for my work, questions of what is normal, known and natural all emerged. On February 28th, 2006, a simple posting appeared in mailboxes of subscribers outlining how a photograph had been taken of a Barn Owl and posted on a webbased photography site. A URL was given linking to the photograph. It was noted that the photographer had not reported seeing the bird on the Ontbirds listserv, but that there was a link to the location where the bird was seen. That same day, the moderator of the listserv posted reminding the subscribers that the Barn Owl was considered "endangered" on breeding territory and that there were rules about posting about endangered birds on the listserv; all of the requirements that needed to be met prior to posting were created in order to reduce the likelihood that an observed bird would abandon a nest or breeding attempt. The following day, March 1st, a conversation had begun via the listserv. Another respondent was interested in knowing more details about the sighting and if the bird had been seen again. The next email later that day was from the photographer himself. In the email, he explained that though he did not remember exactly where he saw the bird, he used Google maps to locate the general location and road names. According to his directions, the Barn Owl was seen in Eastern Ontario, in the Ottawa region. As well, he shared the story of finding the owl, taking the photograph and watching the bird fly away from him. The author also stated that his initial reason for going out birding that day was to find Snowy Owls to photograph and that he had no luck in finding those birds that day. On March 2nd, another email arrived from another Ontbirds subscriber. In it, the author began to question the authenticity of the photograph. This email suggested that the owl's feet have been "doctored," as though something was removed after the photograph had been taken. The author reminded those reading that the Barn Owl is rare for Ontario and especially so where the photograph was taken—the implication being that the bird is so rare that it most likely didn't exist. A third email followed on March 2nd in which the author suggests that there is nothing in the photograph that appears unusual or doctored. The author offered another suggestion about the authenticity of the owl. He reminded us that there was a Barn Owl sighting in a different part of Ontario earlier in the winter and attributes the owl's presence not to digital photographic magic, but to efforts undertaken on the part of humans to help the species recover. Yet, this claim to reality does not seem to be working. Later in the afternoon on March 2nd, a fourth email arrived that supports the initial hypothesis that the photograph has been doctored. The author shared that the bird looks like one he had seen at Parc Omega, a wildlife park in Québec, and provides a URL to a photograph of the Parc Omega Barn Owl. The pull of the network to make the photograph unauthentic, and in turn, the owl, continues to mount. In a fifth email, the author shared the contention that the fencepost the Barn Owl is pictured perching on was specially made for captive birds to land on. The author also suggested that given the lighting of the photograph and kind of weather that was observed on the day that the photograph was supposed to have been taken, the photograph could not be discounted as being genuine. This is where the conversation ends on Ontbirds. At 5:30 pm on March 2nd, the listserv co-ordinator posted a message that states that the current conversation on the photographed Barn Owl is inappropriate. The coordinator reminded readers that Ontbirds is not a discussion list and is for "reporting birds period." The closing line in the email reminds readers that not following the guidelines could result in the restriction or loss of being able to post to the listerv. This does not mean, however, that the conversation ended. In following the network thread to a website that catalogues rare birds from the Ottawa area, the sighting details for the Barn Owl seen on February 27th is prefaced with the words "LIKELY HOAX." The page author outlines a litany of evidence that supports his claim that the image has been manipulated. The webpage author concludes his outline with the statement "let the viewer beware." Enacting birds: reflection on the Barn Owl of February 27th I have spent some time thinking about the birders and the Barn Owl. I have read and reflected on the emails and the allegations. From this, themes have emerged concerning the construction of what is natural as well as insights into the creation of what Donna Haraway (2003) calls "naturecultures." Most importantly, this event, be it framed as authentic bird sighting or elaborate hoax, helps enact and make visible a topology of inter-species ethical relations between those who watch birds and the birds they watch. Networks Ontbirds operates within an established network of relations. People post their sightings to share with other interested birders. The process through which experiences are transcribed from embodied encounters to textual references is seemingly an invisible one. In this case, there were visible deviations from the established network. Within the birding community that posts to Ontbirds, the claim to have "found" a bird is an important one. In posts where the author is reporting a first-sighting and they did not find the bird themselves, the name of the bird finder (skilled, lucky or otherwise, as it is never suggested the kind of effort it took to come across the bird) is included. In this example, the finder did not make a submission to Ontbirds to report a rare bird. Rather, it seems like in this case, the original post came via an on-line gallery created by the finder that had the photograph and birding information on it. While never overtly stated, I believe that the authenticity of the Barn Owl was partially called into question due to the fact that the finder of the bird did not post his sighting to the listserv. Additionally, I find interesting to note that in the finder's one email to the Ontbirds listserv, he did his best to fit into the established network. However, problematic for him, he was not familiar with the area where he took the photograph. Part of the established Ontbirds network is knowing where you observed a bird; the more detailed the description of location and directions, the better. In networks, effort is required to maintain the relationships of the actors. The listserv tends to operate with little of what I would call boundary policing on the part of the co-ordinator. What is particularly interesting about the Barn Owl postings was the need of the Ontbirds co-ordinator to make comments concerning the type and quality of postings over the three day period, all referencing the mail about the Barn Owl. In well-established networks, subtle deviations from the established routine lead to powerful reactions: networks tend to become visible when they are threatened. The questioning of the authenticity seems to be such a reaction. What this suggests for a birding network is the power that lies in the focus on names, dates and details. This hybridity that exists between birders and the electronic mailing list certainly has implications in shaping what is considered normal, known and natural for those who subscribe to the list. Birds are enacted through Ontbirds as realities "out there" to be discovered, recorded and reported. While this is not necessarily that surprising, it does, in turn have an impact on other enactments of birds, especially visible in the multiple objects created. Multiple objects In this case there was an exceeding focus by birders on the rarity of the bird, to the point where I believe that the Barn Owl became a multiple object. Emerging from the field of Science and Technology studies, the idea of multiple objects opens a different way to think about the taken-for-granted: objects are often thought of as rigid and immobile in their existence - a Barn Owl will always be a Barn Owl (for a detailed discussion of multiple objects, see Law, 2004; Mol, 2002). In response to this, a multiple version of the object counters this notion of singularity. In focusing on the fractal nature of "reality" and in attending to difference, I believe that this perspective requires attention be paid to the enactment of objects. Enactment, in this sense, is the claim that "relations, and so realities and representations of realities.are being endlessly or chronically brought into being in a continuing process of production and reproduction, and have no status, standing or reality outside those processes" (Law, 2004, p. 159). Enactment is different than constructivism as it does not "imply convergence to singularity," in opposition to the fixing of objects' identities, "but takes difference and multiplicity to be chronic conditions" (Law, 2004, p. 158). Difference suggests that multiple versions of the same object can exist simultaneouslythis occurs because while objects are enacted in practice, these practices can be different. If the practices are different, then so too must be the objects (Law, 2004). Yet these multiple versions-or multiple objectsare, more often than not, able to cohere together. So, if these coherences shape our reality, then reality: is not in principal fixed or singular, and truth is no longer the only ground for accepting or rejecting a representation. The implication is that there are various possible reasons, including the political, for enacting one kind of reality rather than another, and that these grounds can in some measure be debated. (Law, 2004, p. 162) As such, a focus on the enactment of objects is filled with attention to the many ways that actors, human and otherwise, engage to create a reality: a reality described through investigation, a reality that is not the only one "out there" and a reality that focuses on heterogeneity and difference. In the move to collapse multiple realities into one, a distinctly political move is made, where one reality, one particular enactment of an object gains primacy over the others. In this particular becoming of the Barn Owl, the enactment of rarity overshadowed the other ways the bird was known (see Figure 1). Rather than having to pass judgement on if I think the Barn Owl was properly enacted, I think it is more valuable to examine the ways the bird was enacted. Let me outline the different ways (that I can see): - as a rare bird species (through the Ontbirds coordinator, external web pages and some birders' previous knowledge) - as a biological reality (through the email that suggested the Owl was a result of species rebound and human conservation efforts) - as digital magic (many of the claims to digital alteration of the photograph enacted this Barn Owl) - as an Eastern Ontario Barn Owl (through the initial posting) - as an Québec Barn Owl (through the claims it came from Parc Omega) There have also been subtle and tacit ways that the authenticity has been enacted, framed through the network of discovery, recording and reporting previously described. Through these discourses, the Barn Owl has been enacted as a: - valuable, wild bird - feral bird of ambivalent worth - wildlife park captive and therefore does not count In this multiplicity, the Barn Owl lost value in the eyes of some birders as its authenticity was called into question. What is implicit in this questioning is the understanding that there is some kind of a continuum that reported birds are judged against. It seems that the gold standard of authenticity is one that is wild, rare and (relatively) easy to find. It goes without saying that this perspective is not entirely unproblematic. This, in part, helps explain why there are not any postings to Ontbirds describing a flock of Pigeons seen in a ubiquitous habitat, such as the urbanized core of Anytown, Ontario. A Pigeon simply does not match up to the gold standard of valuable birds. In deciding what gets to "count" in knowledge-making endeavours, and what counts as the gold standard, other birds disappear from what is noticed. In that disappearance, the bird moves to the hinterland. I turn to that next. The hinterland and otherness Hinterland's are an attempt to engage with the act of disappearing. Law puts forward three kinds of Hinterland's: the first, he suggest are "in-here objects" (Law, 2004, p. 55); the second are "visible or relevant out-there contexts" (Law, 2004, p. 55); and the third are "out-there processes, contexts, and all the rest, that are both necessary and necessarily disappear from visibility or relevance" (Law, 2004, p. 55). I would deploy an artistic metaphor of positive space and negative space here: that which is present is the positive space of an image and that which is absent is negative space of an image. It is often difficult to decide if it is the negative or positive space that bounds the image: each side depends on the other such that if one is not there, the known image would disappear. Perhaps, if I expand the metaphor, the hidden absent is that which is not within the frame of the image. Importantly, all that lies outside the frame, while unnecessary in the composition of the image, is only unnecessary because it has been selectively ignored in the composition of the image. Emerging from this perspective on the hinterland is the acknowledgement that a relationship with the unknown, or the other, is necessary; rather than simply ignoring the disappearance, it is an attempt to acknowledge that disappearance is integral to any kind of knowing. Thus, if birding, as an act, continues the "process [of] enacting necessary boundaries between presence, manifest absence and Otherness" (Law, 2004, p. 144), then the various activities taken up in the name of coming to know these organisms are each a distinctly political move, moves that shape and reaffirm (mostly conventional) ways of knowing the nonhuman. For example, the second post in this chain made explicit that the individual Barn Owl was, in fact, part of larger species, Tyto alba and that species was considered to be an endangered one. The term endangered species does just that: focus on species, at the expense of the individual. In this organism's identification as a member of a species, it loses any ability to be something else; what could be has been othered. This act of othering is at times common in birdwatching. It occurs more than once in the Barn Owl discussion: through the questioning about the validity of the sighting, the focus subtly shifts from the sighting to determining the authenticity of the photograph. Again, in this move the individual owl disappears. The Barn Owl was not the only member of the order Aves to be othered in this particular natureculture assemblage. It is also interesting to note that the Snowy Owls, the birds that were the original objective of the outing that produced the Barn Owl, have disappeared. Likely, there were other birds seen during that trip, but for whatever reason (perhaps not rare, not big, not charismatic), they were ignored. For my purposes, I consider this othering problematic, in part, because it does little to acknowledge the lived experiences of nonhuman individuals. The challenge here is that the act of othering, in and of itself, is not inherently wrong. Rather than focusing on what might be out there, I believe that it is important to be able to recognize enactments that are politically aligned with the kind of relationships that ought to exist. So, one needs to develop the skill of attending to what is observably cast to the hinterland and what is brought to the forefront. In a sense, this is what I've attempted to do with my analysis of the Barn Owl narrative and the creation of the enacted set of relations in Figure 1. In creating this particular map of relations, I attempt to move beyond the established frame and re-focus on those multiple enactments that have been cast aside. In so doing, political actions and entrenched positions are more easily visible, while others can re-emerge from obscurity. It is true that there might be other unknowable enactments that exist in the hinterland-but let me suggest that acknowledging that, at best, partial perspectives (Haraway, 1991) are our best version of reality (as a nod to multiplicity does) offers more space for other realities to emerge. Thinking more generally about our dominant cultural relationship with the nonhuman, the promise of attentiveness to the various enactments of animals offer the opportunity to intentionally enact a reality that is more in line with one's own ethics. In asking what practices of birding are good or which practices ought we to be enacting, attention can be turned to current enactments to ask: "Ought they be enacted in this way?" This simple question, paired with the knowledge that there are other enactments hidden, could be enough to continue to question some of our Western culture's taken-forgranted assumptions about what it is to be human and otherwise. References Haraway, D. (1991). Situated knowledges: The science question in feminism and the privilege of partial perspective. In Simians, Cyborgs, and Women: the reinvention of nature (pp. 183-202). Routledge: New York. Haraway, D. (2003). The companion species manifesto: dogs, people, and significant otherness. Chicago: Prickly Paradigm Press. Law, J. (2004). After method: mess in social science research. London: Routledge. Mol, A. (2002). The body multiple: ontology in medical practice. Durham: Duke University Press. Ontario Barn Own Recovery Project. (2005, February 7). Retrieved March 4, 2006, from http://www.bsc-eoc.org/regional/barnowl.html
