@misc{63871, author = {{Vochatzer, Stefanie}}, booktitle = {{H-Soz-Kult}}, isbn = {{9781350269248}}, title = {{{Rezension zu: Wasmuth, Helge; Sauerbrey, Ulf; Winkler, Michael: Finding Froebel. The Man Who Invented Kindergarten. New York 2023 }}}, year = {{2025}}, } @article{60204, author = {{Hagengruber, Ruth and Muller, Jil and Grewe, Felix}}, issn = {{1868-7245}}, journal = {{GENDER – Zeitschrift für Geschlecht Kultur und Gesellschaft}}, number = {{2-2025}}, publisher = {{Verlag Barbara Budrich GmbH}}, title = {{{Vorwort: Brisante Wahrheiten – Philosophinnen und Denkerinnen und die andere Geschichte der Philosophie und Wissenschaften}}}, doi = {{10.3224/gender.v17i2.01}}, volume = {{17}}, year = {{2025}}, } @misc{55091, booktitle = {{GENDER: Zeitschrift, Geschlecht, Kultur und Gesellschaft - Frauen in der Geschichte der Philosophie}}, editor = {{Hagengruber, Ruth Edith and Muller, Jil and Grewe, Felix}}, number = {{2}}, pages = {{160}}, publisher = {{Barbara Budrich Verlag}}, title = {{{Brisante Wahrheiten – eine andere Geschichte der Philosophie }}}, volume = {{25}}, year = {{2025}}, } @inbook{48274, author = {{Foerster, Anne}}, booktitle = {{Emotionen im Krieg - Krieg der Emotionen}}, editor = {{Quaas, Franziska and Raum, Theresia}}, pages = {{139--158}}, publisher = {{Franz Steiner Verlag}}, title = {{{Freudig in die Schlacht - Emotionen als Codes für die recta intentio im gerechten Krieg (8.- 10. Jahrhundert)}}}, year = {{2025}}, } @misc{61121, author = {{Peckhaus, Volker}}, booktitle = {{zbMATH Open, Zbl. 08058231}}, title = {{{Franke-Reddig, Julia, „Bernard Bolzano im Kontext der Logikgeschichtsschreibung von Heinrich Scholz“, SieB. Siegener Beiträge zur Geschichte und Philosophie der Mathematik 18 (2024), 155–175}}}, year = {{2025}}, } @techreport{62172, author = {{Kokew, Stephan Matthias}}, issn = {{1864-9483}}, pages = {{88--89}}, publisher = {{Aschendorff}}, title = {{{Ressourcen für Resilienz in islamischer Tradition. Theologische, ethische und mystische Perspektiven}}}, volume = {{2/2025}}, year = {{2025}}, } @article{63181, abstract = {{ Purpose This study aims to explore the current state of generative artificial intelligence (genAI) in the workplace and discuss a potential digital divide in relation to genAI. Design/methodology/approach Using a quantitative approach, we study career-relevant predictors – family socio-economic status, education and work characteristics – and their relationship with different indicators of digital divide – access, genAI use, attitude toward AI and perceived AI literacy. To test our hypothesis, we used logistic and linear regression analyses. Additionally, latent profile analysis was conducted to identify patterns regarding work characteristics within the sample. Findings Among the 1,341 participants, 326 individuals were genAI users. Our results show that higher family socio-economic status, education and enriched and demanding work can be linked to a more positive attitude toward AI and higher perceived AI literacy. In the case of access and frequency of use, the results were mixed. Originality/value Our findings offer a novel contribution by examining a potentially upcoming digital divide in the case of genAI. We focus on how the career adaptation of the workforce might develop in the age of genAI. Importantly, we highlight that not all individuals may have an equal opportunity to adapt to genAI, which could hinder their future career development and reinforce patterns of inequality. Future research should address how to promote inclusivity and consider individual differences in adapting to genAI. }}, author = {{Neufeld, Katharina and Ohly, Sandra and Sedefoglu-Ulucak, Didem and Steinhardt, Isabel and Mauermeister, Sylvi}}, issn = {{1362-0436}}, journal = {{Career Development International}}, pages = {{1--19}}, publisher = {{Emerald}}, title = {{{Analyzing the role of family socio-economic status, education and work characteristics in times of generative artificial intelligence and digital divide}}}, doi = {{10.1108/cdi-10-2024-0442}}, year = {{2025}}, } @article{63076, abstract = {{This paper develops a new concept and framework for understanding resilient digital democracy in an age defined by polarisation, cascading crises, and the global rise of digital authoritarianism. It begins by tracing the concept of resilience from systems theory to social and political life, showing that resilience in democracy is not a mechanical property of systems but a dynamic, human-driven practice grounded in agency, resistance, and collective self-determination. The paper argues that with emerging challenges in the digital sphere, such as misinformation, surveillance capitalism, platform monopolies, deepfakes, and hybrid warfare, democracy can only endure if its digital dimensions are protected and transformed. Building on this foundation, the paper introduces a holistic approach to resilient digital democracy that spans environmental, technological, economic, political, and cultural domains, and advances strategies such as public-commons digital infrastructures, platform co-operatives, public service Internet platforms, free/libre open source software (FLOSS), participatory innovations, and hybrid offline/online democratic practices. The result is a fresh, interdisciplinary vision of how democracy can be reinvented in the digital age.}}, author = {{Fuchs, Christian}}, issn = {{2732-5121}}, journal = {{Open Research Europe}}, publisher = {{F1000 Research Ltd}}, title = {{{What is and how do we Achieve a Resilient Digital Democracy?}}}, doi = {{10.12688/openreseurope.21988.2}}, volume = {{5}}, year = {{2025}}, } @inproceedings{59783, author = {{Mauro, D. A. and Ludovico, L. A. and Aydin, H. H. and Berndt, Axel and Grothe, T.}}, booktitle = {{AM.ICAD: Audio Mostly & ICAD Joint Conf.}}, publisher = {{ACM}}, title = {{{Detmold musical Instrument Timbre Explorer (DmITE): Interactive visualization of musical instruments radiation pattern using IEEE 1599}}}, year = {{2025}}, } @inproceedings{59748, author = {{Grothe, T. and Aydin, H. B. and Mauro, D. A. and Ludovico, L. A. and Berndt, Axel}}, booktitle = {{DAS/DAGA 2025 – 51st Annual Meeting on Acoustics}}, title = {{{Detmold interactive Musical Instrument Timbre Explorer (DmITE) - a web application for experimental learning in musical acoustics}}}, year = {{2025}}, } @inproceedings{59782, author = {{Kallionpää, M. and Berndt, Axel and Mauro, D. A. and Dziwis, D.}}, booktitle = {{AM.ICAD: Audio Mostly & ICAD Joint Conf.}}, publisher = {{ACM}}, title = {{{Non/Repeat: Three Case Studies of Non-linear Live-Music Practices}}}, year = {{2025}}, } @inproceedings{59750, author = {{Mauro, D. A. and Berndt, Axel}}, booktitle = {{22nd Sound and Music Computing Conf. (SMC 2025), Auditory Landscapes}}, title = {{{Automatic Rendering of Ramati’s Ludus Musicalis Scores}}}, year = {{2025}}, } @techreport{64781, author = {{Rossmann, Felix and Greitens, Jan and Knoll, Lisa}}, title = {{{SMEs within a Data-Driven Sustainable Finance Framework: A European Survey}}}, doi = {{http://dx.doi.org/10.2139/ssrn.5677922}}, year = {{2025}}, } @inbook{64793, abstract = {{The article explores the role of teachers in self-directed songwriting in school music based on the informal learning approach. It investigates a didactic design that was implemented in six schools and was empirically researched utilizing si-tuational analysis. Based on tensions, that emerge due to conflicting expectations, it can be shown, that the teacher's role extends beyond the dichotomy of directive instruction versus open facilitation. Instead, it encompasses an interplay of six divergent roles which are discussed in their positions in relation to each other. These considerations enrich the understanding of teaching practices in popular music education, emphasizing the redefinition of teacher-student relationships for song-writing in school music.}}, author = {{Godau, Marc and Barreiro, Julia and Hermann, Katharina and Neuhausen, Timo and Maxelon, Dominik and Weidner, Verena}}, booktitle = {{46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association for Research in Music Education}}, editor = {{Frey-Konrad, Ute and Hofbauer, Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}}, isbn = {{9783818800710}}, publisher = {{Waxmann}}, title = {{{"Wofür bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen kann?" Zur Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht}}}, doi = {{10.31244/9783818850715.13}}, year = {{2025}}, } @inbook{64792, abstract = {{The role of institutionalized standards for the hybridization of musical practices. On the socio-materiality of songwriting-producing in the bedroom studio This study examines the socio-materiality of hybrid music practices in bedroom studios, focusing on the interplay between traditional music education institutions and YouTube education. A single case situational analysis reveals how standardized instrumental and music production practices are combined to form a hybrid practice. It shows that traditional music education institutions, such as music schools and conservatories, specialize in the selection of chord tones, while You-Tube videos focus on sound design. Using an actor-network theory approach, the study demonstrates the permeability of informal and institutional learning spaces. The findings suggest that songwriting-producing is not simply a sum of different practices, but rather a process of negotiation and compromise between different standards and goals, as well as the distribution of practice between humans and technology.}}, author = {{Neuhausen, Timo}}, booktitle = {{46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association for Research in Music Education}}, editor = {{Frey-Konrad, Ute and Hofbauer, Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}}, isbn = {{9783818800710}}, publisher = {{Waxmann}}, title = {{{Die Rolle institutionalisierter Standards für die Hybridisierung musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing im Bedroom-Studio}}}, doi = {{10.31244/9783818850715.19}}, year = {{2025}}, } @article{64824, abstract = {{(1) Background: As digitalisation transforms society, digital competences are increasingly essential. Yet students’ digital competences often vary significantly, largely influenced by socio-economic background. Some schools—termed “resilient schools”—effectively counter these disadvantages and foster high digital competence. This study investigates the prevalence of such schools and examines how they differ from others. (2) Methods: Drawing on representative ICILS 2023 data, quantitative secondary analyses—including descriptive statistics, t-tests, and multiple regression—were conducted. Following the identification of resilient schools, in-depth analyses focus on those countries with substantial proportions of resilient schools above 10 percent (Austria, Italy, and Portugal), as these countries seem to have effective strategies to foster school resilience. (3) Results: The findings highlight considerable cross-national variation, indicating that school resilience is context-dependent. Resilient schools consistently emphasise student learning-related factors—such as ICT-related attitudes and educational aspirations—while the influence of home environments is less pronounced than in other schools. (4) Conclusions: Strengthening student learning-related factors appears to be crucial for building digital resilience. These insights can inform policy and practice aimed at fostering educational equity and closing the digital divide, particularly in socio-economically disadvantaged contexts.}}, author = {{Niemann, Jan and Eickelmann, Birgit and Drossel, Kerstin}}, issn = {{2227-7102}}, journal = {{Education Sciences}}, number = {{7}}, publisher = {{MDPI AG}}, title = {{{Overcoming Digital Inequalities—Identification and Characterisation of Digitally Resilient Schools in Different Countries Using ICILS 2023 Data}}}, doi = {{10.3390/educsci15070898}}, volume = {{15}}, year = {{2025}}, } @inproceedings{56337, author = {{Knickenberg, Margarita and Hoya, Fabian and Hellmich, Frank}}, publisher = {{Universität Mannheim}}, title = {{{Wahrnehmung und Effekte elterlichen Feedbacks auf die Lesemotivation und -leistung von Grundschulkindern. Vortrag im Rahmen des Symposiums „Lernen durch Feedback von Lehrpersonen, Eltern und Schüler:innen“ (Sebastian Röhl & Fabian Hoya) auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung als Schlüssel für gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge aus der Bildungsforschung“}}}, year = {{2025}}, } @inproceedings{56336, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{Universität Mannheim}}, title = {{{ Determinanten für prosoziales Verhalten und Einstellungen von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf. Vortrag auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung als Schlüssel für gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge aus der Bildungsforschung“}}}, year = {{2025}}, } @book{57850, author = {{Schneider, Tamara and Weber, Julia }}, isbn = {{9783456862712}}, title = {{{Meine Schwangerschaft - so individuell wie ich! }}}, year = {{2025}}, } @book{54106, author = {{Heise, Tillmann}}, isbn = {{978-3-11-152346-0}}, pages = {{519}}, publisher = {{DeGruyter}}, title = {{{Das ‚andere‘ Europa der Schriftsteller. Ideen, Netzwerke und Schreibweisen des antiliberalen Europa-Diskurses in Deutschland und Österreich (1918–1934) }}}, doi = {{https://doi.org/10.1515/9783111525938}}, volume = {{166}}, year = {{2025}}, }