@inbook{58225, abstract = {{In this chapter the common parlance of “religious violence in early modern history” is put to the test, although it seems to be linked in an indissoluble way with the master narratives about this period. The first section shows that it makes no difference whether historians think of early modern history in terms of impersonal structures or of personal experience–they agree in regarding religion as a crucial cause of violence. Against this widespread conviction the paper unfolds two arguments. The first is that the Latin word “religio”, as it was used throughout the 16th and 17th century, did not mean ‘religion’ in our modern comprehensive understanding of the word. Instead its meaning was quite narrow and specific, referring either to the medieval sense of ‘committing oneself to God by joining a religious order’ (becoming a “religiosus” resp. a “religiosa”) or to the ancient sense of ‘scrupulously venerating God’. It did not mean ‘faith’, ‘doctrine’, ‘worship’, ‘church law’ or ‘denomination’, and definitely not all these things in conjunction. Only when the vernacular languages began to borrow the Latin word from the 16th century onwards was its narrow meaning broadened. As a consequence of reformation and counterreformation, the idea arose that one should make faith and doctrine and worship and church law match, although the attempt to implement this new rapport provoked much opposition and turned out to be a very violent process. From this point of view what is generally called “early modern religious violence” is violence caused not by religion, but by the ambition to establish a new idea of religion. The second argument is that our modern understanding of religion is coined by the 18th-century critique of religion. Only the Enlightenment’s claim to overcome religion (in the new sense of the word) declared it to be “irrational” or even “fanatic”. Thus the Enlightenment invented religious fanatism, using it as a retrospective explanation of the violence that had gripped the last centuries. Modern parlance of “religious violence” unintentionally prolongs a very poor idea of religion–and one that should not be mistaken for an explanation.}}, author = {{Süßmann, Johannes}}, booktitle = {{Religiöse Gewalt in historischer Dimension}}, editor = {{Weltecke, Dorothea}}, isbn = {{9783110773781}}, keywords = {{Religion, Gewalt, Begriffsgeschichte, Frühe Neuzeit, Aufklärung, Religionskritik}}, pages = {{429–448}}, publisher = {{De Gruyter | Oldenbourg}}, title = {{{„Religiöse Gewalt“ in der Frühen Neuzeit? Eine begriffsgeschichtliche Revision}}}, doi = {{10.1515/9783110773781-018}}, volume = {{109}}, year = {{2025}}, } @misc{59671, author = {{Abdelrahem, Mohammed}}, title = {{{Die Menschheitsfamilie und der Begriff der Umma – Islamische Perspektiven im interreligiösen Dialog}}}, year = {{2025}}, } @inbook{58538, author = {{Kokew, Stephan Matthias}}, booktitle = {{Islam II. Regionen, Lebensformen, Geistesgeschichte}}, editor = {{Tamer, Georges}}, isbn = {{978-3-17-034022-0}}, keywords = {{Islam, Islamwissenschaft, Toleranz, Islamische Geistesgeschichte, Interreligiöser Dialog}}, pages = {{216--234}}, publisher = {{Kohlhammer}}, title = {{{Aspekte des Zusammenlebens zwischen Muslimen und Nichtmuslimen}}}, doi = {{10.17433/978-3-17-034023-7}}, volume = {{25,2}}, year = {{2025}}, } @article{59708, abstract = {{Die Arbeitszufriedenheit von Lehrkräften gilt als zentrale Komponente für die Qualität des Bil­dungssystems. In inklusiven Schulen müssen Regelschullehrkräfte und sonderpädagogische Lehrkräfte kooperieren, um allen Schüler:innen eine bestmögliche Förderung zu gewährleisten. Dazu benötigen sie jedoch Zeitfenster, die von vielen Lehrkräften als nicht ausreichend benannt werden. Ziel des vorliegenden Beitrags ist es, empirisch zu untersuchen, welche Bedeutung festen Zeitfenstern für die Lehrkräftekooperation im Klassenteam, im Jahrgangsteam und im Fachteam für die Arbeitszufriedenheit zukommt. Weiterhin soll überprüft werden, ob Teile der Zusammenhänge über die Zufriedenheit mit der Kooperationshäufigkeit und die kollektive Selbstwirksamkeitsüberzeugung der Lehrkräfte erklärt werden können. Dazu werden Daten aus dem BMBF-geförderten Projekt BiFoKi mit N=194 Lehrkräften und N=28 Schulleitungen analy­siert. Die Ergebnisse zeigen, dass feste Zeitfenster für die Kooperation in den unterschiedlichen Teams mit einer erhöhten Arbeitszufriedenheit im Zusammenhang stehen und in Teilen über die kollektive Selbstwirksamkeitsüberzeugung mediiert werden.}}, author = {{Wohnhas, Verena and Neumann, Phillip and Lütje-Klose, Birgit}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, keywords = {{Arbeitszufriedenheit, Inklusion, Sonderpädagogik, Kooperation, Selbstwirksamkeit, Schulentwicklung, job satisfaction, Inclusion, Special Education, Self-efficacy, school development}}, number = {{2}}, publisher = {{University Library J. C. Senckenberg}}, title = {{{Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen}}}, doi = {{10.21248/qfi.167}}, volume = {{6}}, year = {{2025}}, } @inbook{59739, author = {{Herzig, Bardo}}, booktitle = {{Lehrer-Schüler-Interaktion. Inhaltsfelder, Forschungsperspektiven und methodische Zugänge }}, editor = {{Schweer, Martin K. W.}}, isbn = {{978-3-658-45041-0}}, pages = {{481--500}}, publisher = {{Springer VS}}, title = {{{Digitale Medien in der Lehrer-Schüler-Interaktion}}}, year = {{2025}}, } @inbook{59745, author = {{Tumat, Antje}}, booktitle = {{her:voice. Komponistinnenfestival 2024}}, editor = {{Fahrholz, Merle}}, pages = {{103--109}}, publisher = {{Hollitzer}}, title = {{{„The folk songs of America“ und „complex female characters on stage“: Musikgeschichtliche Wendepunkte in den Komponistinnenbiografien von Florence Price and Mizzy Mazzoli}}}, year = {{2025}}, } @inbook{59754, author = {{Scharlau, Ingrid and Seifert, Andreas}}, booktitle = {{Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}}, editor = {{Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}}, isbn = {{978-3-662-69480-1}}, pages = {{339--365}}, publisher = {{Springer Nature}}, title = {{{Empirische Methoden der psychologiedidaktischen Forschung}}}, year = {{2025}}, } @inbook{59752, author = {{Scharlau, Ingrid and Patrzek, Justine and Schreiber, Christine}}, booktitle = {{Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}}, editor = {{Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}}, isbn = {{978-3-662-69480-0}}, pages = {{89--118}}, publisher = {{Springer Nature}}, title = {{{Psychologiedidaktik durch Analyse von Kommunikation}}}, year = {{2025}}, } @inbook{59753, author = {{Scharlau, Ingrid and Christine, Schreiber}}, booktitle = {{Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien}}, editor = {{Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}}, isbn = {{978-3-662-69480-1}}, pages = {{271--300}}, publisher = {{Springer Nature}}, title = {{{Schreiben im Psychologieunterricht unterstützen}}}, year = {{2025}}, } @book{59789, author = {{Reis, Oliver and Walter, Marie and Frieler, Jana}}, title = {{{Der Morgenimpuls als Grenzgänger. Praxeologische Rekonstruktionen des Profilindikators Katholischer Schulen}}}, year = {{2025}}, } @article{59803, author = {{Drossel, Kerstin and Niemann, Jan and Eickelmann, Birgit and Niggemeier, Johannes Bernd}}, issn = {{0937-7239}}, journal = {{SchulVerwaltung Nordrhein-Westfalen}}, pages = {{100--104}}, publisher = {{Carl Link Verlag}}, title = {{{Digitale Kompetenzen von Schüler:innen und Rahmenbedingungen des Kompetenzerwerbs in Nordrhein-Westfalen}}}, volume = {{4}}, year = {{2025}}, } @unpublished{59839, abstract = {{In many scientific approaches, especially in those that try to foster explainability of Artificial Intelligences, a narrow conception of explaining prevails. This narrow conception implies that explaining is a one-directional action in which knowledge is transferred from the explainer to an addressee. By studying the amount of agency in metaphors for explaining in scientific texts, we want to find out – or at least to contribute a partial answer to the question – why this narrow conception is so dominant. For our analysis, we use a linguistic conception of agency, transitivity. This concept allows to specify the degree of agency or effectiveness of the action in a verbalised event. It is defined by several component parts. We detail and discuss both the parameters of and global transitivity. Overall, transitivity of explaining metaphors has a rather common pattern across metaphors. Agency is not high and reduced in characteristic aspects: The metaphors imply that the object of explaining is static, i.e., is not changed within the explanation, and that explaining is the activity of one person only. This pattern may account for the narrow conception of explaining. It contrasts strongly with current co-constructive or sociotechnical approaches to explainability.}}, author = {{Scharlau, Ingrid and Rohlfing, Katharina J.}}, publisher = {{Center for Open Science}}, title = {{{Agency in metaphors of explaining: An analysis of scientific texts}}}, year = {{2025}}, } @article{59846, author = {{Mildorf, Jarmila}}, issn = {{0039-4130}}, journal = {{Studium Ricerca, Letteratura}}, number = {{1}}, pages = {{134--160}}, title = {{{The Voice of the Bard: Milton’s Paradise Lost on Radio}}}, volume = {{121}}, year = {{2025}}, } @inbook{53445, author = {{Hälterlein, Jens}}, booktitle = {{The Realities of Autonomous Weapons}}, editor = {{Bächle, Thomas Christian and Bareis, Jascha}}, pages = {{187--204}}, publisher = {{Bristol University Press}}, title = {{{Governing Autonomies: Imagining Responsible Artificial Intelligence in the “Future Combat Air System” European Armament Project}}}, year = {{2025}}, } @inbook{59867, author = {{Dübbert, Alexander}}, booktitle = {{Transdisziplinäre Räume in den Kulturwissenschaften}}, editor = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}}, pages = {{403--429}}, publisher = {{Herder}}, title = {{{Muster in der Benamung 'nachhaltiger' Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum}}}, volume = {{3}}, year = {{2025}}, } @book{59862, editor = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena Maria}}, publisher = {{Herder Verlag}}, title = {{{Transdisziplinäre Räume in den Kulturwissenschaften}}}, volume = {{3}}, year = {{2025}}, } @article{59756, abstract = {{A current concern in the field of Artificial Intelligence (AI) is to ensure the trustworthiness of AI systems. The development of explainability methods is one prominent way to address this, which has often resulted in the assumption that the use of explainability will lead to an increase in the trust of users and wider society. However, the dynamics between explainability and trust are not well established and empirical investigations of their relation remain mixed or inconclusive. In this paper we provide a detailed description of the concepts of user trust and distrust in AI and their relation to appropriate reliance. For that we draw from the fields of machine learning, human–computer interaction, and the social sciences. Based on these insights, we have created a focused study of empirical literature of existing empirical studies that investigate the effects of AI systems and XAI methods on user (dis)trust, in order to substantiate our conceptualization of trust, distrust, and reliance. With respect to our conceptual understanding we identify gaps in existing empirical work. With clarifying the concepts and summarizing the empirical studies, we aim to provide researchers, who examine user trust in AI, with an improved starting point for developing user studies to measure and evaluate the user’s attitude towards and reliance on AI systems.}}, author = {{Visser, Roel and Peters, Tobias Martin and Scharlau, Ingrid and Hammer, Barbara}}, issn = {{1389-0417}}, journal = {{Cognitive Systems Research}}, keywords = {{XAI, Appropriate trust, Distrust, Reliance, Human-centric evaluation, Trustworthy AI}}, publisher = {{Elsevier BV}}, title = {{{Trust, distrust, and appropriate reliance in (X)AI: A conceptual clarification of user trust and survey of its empirical evaluation}}}, doi = {{10.1016/j.cogsys.2025.101357}}, year = {{2025}}, } @inbook{59864, author = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena Maria}}, booktitle = {{Transdisziplinäre Räume in den Kulturwissenschaften}}, editor = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}}, pages = {{7--31}}, publisher = {{Herder Verlag}}, title = {{{Transdisziplinäre Räume in den Kulturwissenschaften}}}, volume = {{3}}, year = {{2025}}, } @misc{59922, author = {{Porwol, Philip and Scharlau, Ingrid}}, publisher = {{OSF}}, title = {{{An annotated corpus of elicited metaphors of explaining and understanding using MIPVU}}}, doi = {{10.17605/OSF.IO/Y6SMX}}, year = {{2025}}, } @inbook{51748, author = {{Schulz, Christian}}, booktitle = {{Populäre Artikulationen – Artikulationen des Populären}}, editor = {{Koch, Günter and Rottgeri , André }}, issn = {{2364-9224}}, pages = {{215--244}}, publisher = {{Schüren}}, title = {{{In Likes We Trust oder die unmögliche Möglichkeit vom Like als Gabe zu sprechen}}}, doi = {{https://doi.org/10.15475/skms.2025.1.11}}, year = {{2025}}, }