@article{31675, author = {{Tünnermann, Jan and Scharlau, Ingrid}}, journal = {{The Quantitative Methods of Psychology}}, number = {{4}}, pages = {{355--373}}, title = {{{Big-M-small-N temporal-oder judgment data}}}, volume = {{17}}, year = {{2021}}, } @article{29135, author = {{Korsmeier, Teresa and Bobe, Julia and Klingsieck, Katrin B.}}, journal = {{Zeitschrift für Beratung und Studium}}, pages = {{22--27}}, title = {{{Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting}}}, volume = {{16}}, year = {{2021}}, } @inbook{48810, author = {{Luft, Sebastian}}, booktitle = {{Simmel-Handbuch}}, editor = {{Hartung, G}}, pages = {{247--256}}, publisher = {{Metzler}}, title = {{{Simmels Abhandlungen zu Kant}}}, year = {{2021}}, } @book{48906, editor = {{Luft, Sebastian and Ferrari, Massimo}}, issn = {{2626-8329}}, keywords = {{General Medicine}}, publisher = {{Walter de Gruyter GmbH}}, title = {{{Cassirer’s Children, Special Topics Issue}}}, doi = {{10.1515/jtph-2021-0010}}, volume = {{2(1)}}, year = {{2021}}, } @book{48907, editor = {{Luft, Sebastian and Bohr, Jörn}}, pages = {{598}}, publisher = {{Felix Meiner Verlag}}, title = {{{ Wilhelm Windelband. Präludien}}}, year = {{2021}}, } @misc{49145, abstract = {{Auch in diesem Semester finden Veranstaltungen im Fach Philosophie an den meisten Universitäten vor allem online statt; die Pandemie-Lage lässt eine Öffnung der Unis für Präsenzveranstaltungen kaum zu. Die folgenden Überlegungen hat Sebastian Luft, Professor an der Marquette University in Milwaukee/WI, aus aktuellem Anlass verfasst. 2019 erschien sein Buch »Philosophie lehren« zur philosophischen Hochschuldidaktik. Der folgende Text bietet eine aktuelle Ergänzung zur dortigen Handreichung für die philosophische Lehre.}}, author = {{Luft, Sebastian}}, pages = {{7}}, publisher = {{Meiner Telegramm}}, title = {{{»Wir hören Dich nicht, schalte bitte Dein Mikro an ! « Einige Gedanken zur digitalen Lehre in der Pandemie.}}}, year = {{2021}}, } @article{49149, author = {{Luft, Sebastian}}, journal = {{Information Philosophie}}, number = {{4}}, publisher = {{Claudia Moser Verlag}}, title = {{{In Amerika promovieren? Hinweise von Sebastian Luft}}}, year = {{2021}}, } @article{24456, abstract = {{One objective of current research in explainable intelligent systems is to implement social aspects in order to increase the relevance of explanations. In this paper, we argue that a novel conceptual framework is needed to overcome shortcomings of existing AI systems with little attention to processes of interaction and learning. Drawing from research in interaction and development, we first outline the novel conceptual framework that pushes the design of AI systems toward true interactivity with an emphasis on the role of the partner and social relevance. We propose that AI systems will be able to provide a meaningful and relevant explanation only if the process of explaining is extended to active contribution of both partners that brings about dynamics that is modulated by different levels of analysis. Accordingly, our conceptual framework comprises monitoring and scaffolding as key concepts and claims that the process of explaining is not only modulated by the interaction between explainee and explainer but is embedded into a larger social context in which conventionalized and routinized behaviors are established. We discuss our conceptual framework in relation to the established objectives of transparency and autonomy that are raised for the design of explainable AI systems currently.}}, author = {{Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner, Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger, Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and Horwath, Ilona and Hüllermeier, Eyke and Kern, Friederike and Kopp, Stefan and Thommes, Kirsten and Ngonga Ngomo, Axel-Cyrille and Schulte, Carsten and Wachsmuth, Henning and Wagner, Petra and Wrede, Britta}}, issn = {{2379-8920}}, journal = {{IEEE Transactions on Cognitive and Developmental Systems}}, keywords = {{Explainability, process ofexplaining andunderstanding, explainable artificial systems}}, number = {{3}}, pages = {{717--728}}, title = {{{Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}}}, doi = {{10.1109/tcds.2020.3044366}}, volume = {{13}}, year = {{2021}}, } @article{28696, abstract = {{The aim of the present study is to bring new momentum into research on students’ understanding of academic writing. Drawing on the idea that metaphors give insight into implicit conceptions of abstract entities and processes, we developed a detailed and differentiated set of conceptual metaphors that can be used to study student ideas about writing in research, teaching, and interventions. A large sample of undergraduates produced their everyday understanding of writing in short texts beginning with a self-generated metaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their texts were analyzed in terms of their action quality (transitivity) and spatiality (spatial primitives). The undergraduates’ conceptualizations were very heterogeneous. Most metaphors depart strongly from scientific approaches to academic writing within cognitive psychology and sociocultural theory. Roughly half of the metaphors could be collated to one of four metaphor systems. Depending on the desired degree of abstraction or concreteness, conceptual metaphors or metaphor systems can be employed in further studies to illuminate thinking about writing.}}, author = {{Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}}, issn = {{2030-1006}}, journal = {{Journal of Writing Research}}, keywords = {{metaphor analysis, academic writing, transitivity, spatial primitives}}, number = {{3}}, pages = {{493--529}}, title = {{{Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}}}, doi = {{10.17239/jowr-2021.12.03.01}}, volume = {{12}}, year = {{2021}}, } @article{45252, author = {{Krollmann, Rabea and Schmidt, Rebecca and Spill, Annika}}, journal = {{blog interdisziplinäre geschlechterforschung}}, title = {{{Grenzüberschreitung und Distanzierung – Geschlechterforschung in universitären Toiletten}}}, doi = {{10.17185/GENDER/20210126}}, year = {{2021}}, } @book{50637, editor = {{Albus, Vanessa and Glitza, Ralf}}, title = {{{Kulturelle Phänomene und philosophische Herausforderungen. Impulse für Bildungsprozesse in Theorie und Praxis}}}, year = {{2021}}, } @book{50638, editor = {{Albus, Vanessa}}, title = {{{Ehre, Zeitschrift für Didaktik der Philosophie und Ethik}}}, volume = {{ 3}}, year = {{2021}}, } @inbook{50702, author = {{Albus, Vanessa}}, booktitle = {{Kulturelle Phänomene und philosophische Herausforderungen. Impulse für Bildungsprozesse in Theorie und Praxis}}, editor = {{Albus, Vanessa and Glitza, Ralf}}, pages = {{21--31}}, title = {{{Auf Spurensuche einer interkulturellen Philosophiedidaktik}}}, year = {{2021}}, } @inbook{50701, author = {{Albus, Vanessa}}, booktitle = {{Kulturelle Phänomene und philosophische Herausforderungen. Impulse für Bildungsprozesse in Theorie und Praxis}}, editor = {{Albus, Vanessa and Glitza, Ralf}}, pages = {{13--18}}, title = {{{Einleitung}}}, year = {{2021}}, } @article{50700, author = {{Albus, Vanessa and Yetisen, Gökhan}}, journal = {{ZDPE}}, pages = {{83--93}}, title = {{{Sprachsensibler Philosophieunterricht mit digitalen Medien. Eine Diskussion über PhiloWelt}}}, volume = {{3}}, year = {{2021}}, } @article{50699, author = {{Albus, Vanessa}}, journal = {{ZDPE}}, pages = {{3--12}}, title = {{{Ehre – ubiquitär und dennoch obsolet? Betrachtungen aus philosophiedidaktischer Perspektive}}}, volume = {{3}}, year = {{2021}}, } @inbook{51310, author = {{Haker, Christoph and Otterspeer, Lukas}}, booktitle = {{recht extrem? Dynamiken in zivilgesellschaftlichen Räumen}}, editor = {{Sehmer, Julian and Simon, Stephanie and Ten Elsen, Jennifer and Thiele, Felix}}, isbn = {{9783658325596}}, pages = {{249--273}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Die epistemische Dimension der Neuen Rechten. Von einer Kritik des Wissenschafts- und Bildungsverständnisses der Neuen Rechten zu einer Selbstkritik}}}, doi = {{10.1007/978-3-658-32560-2_14}}, year = {{2021}}, } @inbook{51309, author = {{Haker, Christoph and Otterspeer, Lukas}}, booktitle = {{Dürfen Lehrer ihre Meinung sagen? Demokratie, Bildung und der Streit über das Kontroversitätsgebot}}, editor = {{Drerup, Johannes and Zulaica y Mugica, Miguel and Yacek, Douglas}}, pages = {{208--227}}, publisher = {{Kohlhammer}}, title = {{{Bedingte Autonomie, nicht Neutralität – „Neutrale Schulen Hamburg“ (AfD) und ihre Kritik}}}, year = {{2021}}, } @article{51315, abstract = {{Critique has run out of steam – this diagnosis by Bruno Latour is crucial for the “Manifesto for post-critical education” as well as for the on_education issue “The Fatique of Critique?”. With this essay, we contradict Latour's diagnosis. Latour’s polemic against critique is based firstly on a questionable diagnosis of our time and secondly on a general and programmatic critique of sociology. Against that, we bring out two main points. The first insight highlights that change is initially dependent on variations that can only arise from a negation of the existing. The second insight comes from the sociology of critique, which paradoxically sees success in the failure of critique.}}, author = {{Haker, Christoph and Otterspeer, Lukas}}, issn = {{2571-7855}}, journal = {{On Education. Journal for Research and Debate}}, number = {{9}}, title = {{{Against Latour – On the Questionable Foundations of Post-Critical Pedagogy}}}, doi = {{10.17899/on_ed.2020.9.16}}, volume = {{3}}, year = {{2021}}, } @inproceedings{51313, author = {{Haker, Christoph and Otterspeer, Lukas}}, booktitle = {{Erziehungswirklichkeiten in Zeiten von Angst und Verunsicherung}}, editor = {{Meseth, Wolfgang and Zirfas, Jörg and Thompson, Christiane and Fuchs, Thorsten}}, publisher = {{Beltz Juventa}}, title = {{{Empirische Bildungsforschung als Rechtfertigung rechtspopulistischer Angst. Zur gegenwartsdiagnostischen Verwendung von Large-Scale-Assessments}}}, year = {{2021}}, }