@misc{17743, author = {{Peckhaus, Volker}}, booktitle = {{Stanford Encyclopedia of Philosophy (Fall 2018 Edition)}}, editor = {{Zalta, Ed. N.}}, title = {{{Scholz, Heinrich}}}, year = {{2018}}, } @inproceedings{17893, author = {{Peckhaus, Volker}}, booktitle = {{Gemeinsame Jahrestagung GDM und DMV 2018. Paderborn, 5.-9. März 2018. Book of Abstracts}}, pages = {{42}}, title = {{{Georg Cantor und die Anfänge der Grundlagenforschung [Abstract]}}}, year = {{2018}}, } @article{32158, abstract = {{Sociogenesis addresses a pervasive problem in psychology given by Cartesian dualism that assigns the mental an inner locus apart from material activity. Aligning ourselves to the ongoing critical discussions of interiorization in psychology, we explore the crucial notion of space by highlighting language as sociocultural and dialogical activity performed by other-oriented individuals. We discuss space in terms of the “language spacetime”, a symbolic, embodied formation of mutually positioned speaking and listening selves. This leads beyond the “inside-outside” container metaphor and allows for a reformulation of interiorization. Interiorization is conceptualized as a continuous series of different, though mutually related movements between self and other and self and self that lead to and are supported by specific formations in language activity: reversion, transposition, and decoupling. Along a short passage of a video-based interview, we trace the reversion of dialogical positions within the addressivity constellation of the two interlocutors, their interactive creation of a heterotopic spacetime, and the decoupling of one speaker's psychological activity from the concrete here-and-now and the present other by moving and acting into this new sphere. Interiorization appears as a movement at the border of past, present, and possible future(s).}}, author = {{Bertau, Marie-Cécile and Karsten, Andrea}}, issn = {{0732-118X}}, journal = {{New Ideas in Psychology}}, keywords = {{Interiorization, Dialogical self, Language activity, Voice, Vygotsky, Heterotopia, Video-confrontation}}, pages = {{7--17}}, publisher = {{Elsevier BV}}, title = {{{Reconsidering interiorization: Self moving across language spacetimes}}}, doi = {{10.1016/j.newideapsych.2017.12.001}}, volume = {{49}}, year = {{2018}}, } @inbook{32159, abstract = {{Vanessa Frahnert und Andrea Karsten stellen ihr Textograph*innen-Programm zur Unterstützung des Schreibens in der Lehre vor, das seit dem Sommersemester 2016 zum regelmäßigen Angebot des Kompetenzzentrums Schreiben der Universität Paderborn gehört. Das Programm baut auf den grundlegenden Prinzipien und Überlegungen des Writing Fellow-Konzepts auf, ist aber an die theoretische Ausrichtung des Schreibzentrums sowie die Gegebenheiten der Universität angepasst. Der Beitrag stellt das Programm und seine theoretischen Hintergründe vor und arbeitet die Unterschiede im Vergleich zum Writing Fellow-Ansatz heraus.}}, author = {{Frahnert, Vanessa and Karsten, Andrea}}, booktitle = {{Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption}}, editor = {{Voigt, Anja}}, pages = {{127 -- 139}}, publisher = {{wbv}}, title = {{{Fachsensibilität als Ressource für den Writing Fellow-Ansatz}}}, doi = {{10.3278/6004628w}}, year = {{2018}}, } @inbook{32160, author = {{Karsten, Andrea and Frahnert, Vanessa and Schäfer, Stefanie}}, booktitle = {{Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung}}, editor = {{Stroot, Thea and Westphal, Petra}}, pages = {{242 -- 261}}, publisher = {{Julius Klinkhardt}}, title = {{{Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn}}}, year = {{2018}}, } @inproceedings{34110, author = {{Hagengruber, Ruth Edith}}, booktitle = {{Proceedings of the XXIII World Congress of Philosophy Vol. 29}}, pages = {{57--62}}, title = {{{Good Philosophy for a Good Life! How Marie de Gournay (1565-1645) and Emilie du Châtelet (1706-1749) Criticized the Canon and Argued for Women’s Concern}}}, year = {{2018}}, } @article{31449, author = {{Hagengruber, Ruth}}, journal = {{CARE affair, no. 11}}, pages = {{18--22}}, title = {{{Ein selbstloser Akt? Philosophische Gedanken über das Helfen}}}, year = {{2018}}, } @misc{13104, author = {{Hagengruber, Ruth}}, booktitle = {{Zeitschrift für philosophische Forschung}}, number = {{2}}, pages = {{300–302}}, title = {{{Brigitte Rauschenbach: Der Geist der Geschlechter}}}, doi = {{https://doi.org/10.3196/004433018823769084}}, volume = {{72}}, year = {{2018}}, } @article{6097, author = {{Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1895-1171}}, journal = {{Advances in Cognitive Psychology}}, number = {{2}}, pages = {{39 -- 50}}, publisher = {{University of Finance and Management in Warsaw}}, title = {{{Poking Left To Be Right? A Model-Based Analysis of Temporal Order Judged by Mice}}}, doi = {{10.5709/acp-0237-0}}, volume = {{14}}, year = {{2018}}, } @inbook{31654, abstract = {{Evidenzbasierung ist in den vergangenen Jahren zu einem wichtigen Leitbild von Forschung in vielen praktisch relevanten Bereichen geworden und entwickelt sich zu einem solchen auch in der Hochschuldidaktik. Aufbauend auf einer kritischen Analyse der Leistungen von Metaanalysen und der Methodenkrise in der Psychologie sowie den besonderen Anforderungen an Erkenntnis in der Hochschuldidaktik fragt der vorliegende Beitrag, wie weit Evidenzbasierung die in sie gesetzten Erwartungen erfüllen kann und welche unbeabsichtigten Folgen sie hat.}}, author = {{Scharlau, Ingrid}}, booktitle = {{Theorie und Praxis der Hochschulbildungsforschung: Für eine offene Zukunft der Hochschuldidaktik}}, editor = {{Jenert, Tobias and Reinmann, Gabi and Schmohl, Tobias}}, isbn = {{9783658203085}}, keywords = {{Evidenzbasierung, Methodenkrise, Fachkulturen}}, pages = {{103 -- 121}}, publisher = {{Springer VS}}, title = {{{Sich verständigen: Überlegungen zur Frage der Evidenzbasierung}}}, doi = {{10.1007/978-3-658-20309-2_7}}, year = {{2018}}, } @inbook{31656, abstract = {{The chapter presents a philosophical approach to teaching and learning mathematics in which five philosophical methods are translated into methods of reading and writing mathematical texts. The philosophical approaches are Hermeneutics, Analytical philosophy, Dialectics, Experience based (phenomenological) and Speculative philosophy. We use the acronym HADES for the combination of these approaches. For each of them we present reading and writing material which can be used for teaching peer tutors and by them in their interaction with students.}}, author = {{Paravicini, Walther and Schnieder, Jörn and Scharlau, Ingrid}}, booktitle = {{Philosophy of mathematics education today}}, editor = {{Ernest, Paul}}, isbn = {{9783319777597}}, pages = {{353 -- 365}}, publisher = {{Springer}}, title = {{{Hades - The Invisible Side of Mathematical Thinking}}}, doi = {{10.1007/978-3-319-77760-3_23}}, year = {{2018}}, } @misc{31653, author = {{Scharlau, Ingrid}}, title = {{{Wirksame Lese- und Schreibaufgaben für Studierende. Vortrag in der Didaktik-Lounge der FH Bielefeld.}}}, year = {{2018}}, } @inbook{31651, author = {{Scharlau, Ingrid and Karsten, Andrea}}, booktitle = {{Neues Handbuch Hochschullehre. 86. Ergänzungslieferung}}, editor = {{Berendt, Brigitte and Fleischmann, Andreas and Schaper, Niclas and Szczyrba, Birgit and Wildt, Johannes}}, pages = {{L 1.38}}, title = {{{Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2)}}}, year = {{2018}}, } @inbook{31652, author = {{Scharlau, Ingrid and Karsten, Andrea}}, booktitle = {{Neues Handbuch Hochschullehre. 85. Ergänzungslieferung}}, editor = {{Berendt, Brigitte and Fleischmann, Andreas and Schaper, Niclas and Szczyrba, Birgit and Wildt, Johannes}}, pages = {{L 1.37}}, title = {{{Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (1)}}}, year = {{2018}}, } @inbook{32547, author = {{Buhl, Heike M. and Bohndick, Carla and Bonanati, Sabrina and Greiner, Christian and Hilkenmeier, Johanna and Kordts-Freudinger, Robert}}, booktitle = {{Psychologiedidaktik und Evaluation XII}}, editor = {{Krämer, Michael and Preiser, Siegfried and Brusdevlins, Kerstin}}, pages = {{351--357}}, publisher = {{Shaker}}, title = {{{Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums}}}, doi = {{10.23668/PSYCHARCHIVES.1057}}, year = {{2018}}, } @techreport{29259, abstract = {{Mit diesem Working Paper werden die wesentlichen Ergebnisse des INCHER-Forschungsprojekts „Externe und interne Qualitätssicherung von Studium und Lehre durch Akkreditierungs- und Evaluationsverfahren“ (kurz EIQSL) zusammengefasst. Dabei ging es um die Rekonstruktion und Einordnung der externen Qualitätssicherung im Rahmen der allgemeinen hochschulpolitischen Governance, das vielschichtige Qualitätsverständnis, das den Verfahren der Qualitätssicherung unterliegt, die hochschulinternen Prozesse und Strukturen der Qualitätssicherung, die Besonderheiten des Peer Reviews in Akkreditierungsverfahren sowie das komplexe Verhältnis zentraler Akteure zueinander. Zusammenfassend zeigte sich – über die Detailergebnisse hinaus –, dass die externe Qualitätssicherung an Hochschulen durch Akkreditierung nach wie vor umstritten ist. Die theoretisch auf der Grundlage des Neo-Institutionalismus und der Systemtheorie begründete Erwartung der Autoren, dass sich Institutionalisierungsprozesse aufzeigen lassen, die zu einer schrittweisen, im Zeitverlauf beobachtbaren „Normalisierung“ führen, wurde nicht erfüllt. Zusätzlich ist nicht nur die Legitimation des Systems kontrovers und umstritten, sondern auch die seiner Effekte. Es zeigten sich unterschiedliche, teils positiv, teils negativ bewertete Effekte, die sich - will man nicht unzulässig verallgemeinern - nicht zu einer wissenschaftlichen Gesamteinschätzung aggregieren lassen.}}, author = {{Steinhardt, Isabel and Schneijderberg, Christian and Krücken, Georg and Baumann, Janosch}}, publisher = {{Incher-Kassel}}, title = {{{Externe und interne Qualitätssicherung von Studium und Lehre durch Akkreditierungs- und Evaluationsverfahren}}}, doi = {{10.13140/RG.2.2.23858.71363}}, volume = {{9}}, year = {{2018}}, } @article{29114, author = {{Grunschel, Carola and Patrzek, Justine and Klingsieck, Katrin B. and Fries, Stefan}}, issn = {{1085-2352}}, journal = {{Journal of Prevention & Intervention in the Community}}, pages = {{143--157}}, title = {{{“I’ll stop procrastinating now!” Fostering specific processes of self-regulated learning to reduce academic procrastination}}}, doi = {{10.1080/10852352.2016.1198166}}, year = {{2018}}, } @book{12755, abstract = {{Part 1: Social Ontology in Edith Stein and Gerda Walther -- Chapter 1. The Role of Empathy in Experiencing Community (Antonio Calcagno) -- Chapter 2. Meaning of Individuals within Communities: Gerda Walther and Edith Stein on the Constitution of Social Communities (Julia M{\"u}hl) -- Chapter 3. Edith Stein on Social Ontology and the Constitution of Individual Moral Identity (William Tullius) -- Chapter 4. The Ontic-Ontological Aspects of Social Life. Edith Stein's Approach to the Problem (Anna Jani) -- Chapter 5. Starting from Husserl: Communal Life according to Edith Stein (Alice Togni) -- Chapter 6. The role of the intellectual in the social organism. Edith Stein's analyses between social ontology and philosophical anthropology (Martina Galvani) -- Chapter 7. The Phenomenology of Shared Emotions - Reassessing Gerda Walther (Thomas Szanto) -- Chapter 8. We-Experience - with Walther (Hans-Bernhard Schmid) -- Chapter 9. Gerda Walther between the phenomenology of mystics and the ontology of communities (Anna Piazza:) -- Chapter 10. Do We-Experiences Require an Intentional Object? On the Nature of Reflective Communities (Following Gerda Walther) (Sebastian Luft) -- Part2: The Ontology of Hedwig Conrad-Martius -- Chapter 11. Essence, Abyss, and Self - Hedwig Conrad-Martius on the Non-Spatial Dimensions of Being (Ronny Miron) -- Chapter 12. ``The reinstatement of the phenomenon''. Hedwig Conrad Martius and the meaning of ``being'' (Manuela Massa) -- Chapter 13. From Collectives to Groups - Sartre and Stein on Joint Action and Emotional Sharing (Gerhard Thonhauser) -- Chapter 14. Women as zoa politika, or: Why There Could Never Be a Women's Party. An Arendtian-Inspired Phenomenology of a Female Political Subject (Maria Robaszkiewicz) -- Chapter 15. Ontology is social. How Arendt Solves a Wittgensteinian Problem (Anna-Magdalena Schaupp) This edited volume examines women's voices in phenomenology, many of which had a formative impact on the movement but have be kept relatively silent for many years. It features papers that truly extend the canonical scope of phenomenological research. Readers will discover the rich philosophical output of such scholars as Edith Stein, Hedwig Conrad-Martius, and Gerda Walther. They will also come to see how the phenomenological movement allowed its female proponents to achieve a position in the academic world few women could enjoy at the time. The book explores the intersection of social ontology, phenomenology, and women scholars in phenomenology. The papers offer a fresh look at such topics as the nature of communities, shared values, feelings, and other mental content. In addition, coverage examines the contributions of Jewish women to the science, who were present at the beginning of the phenomenological movement. This remarkable anthology also features a paper on Gerda Walther written by Linda Lopez McAlister, former editor of the feminist journal Hypatia, who had met Walther in 1976. This book features work from the conference ``Women Phenomenologists on Social Ontology,'' held at the University of Paderborn. Overall, it collects profiles and analysis that unveil a hidden history of phenomenology}}, editor = {{Hagengruber, Ruth Edith}}, isbn = {{9783319978628}}, keywords = {{Europe, Central-History, Ontology, Phenomenology, Philosophy, Political science, Political science / Philosophy}}, publisher = {{Springer International Publishing}}, title = {{{Women Phenomenologists on Social Ontology. Vol. 1. Women in the History of Philosophy and Sciences}}}, doi = {{10.1007/978-3-319-97861-1}}, volume = {{1}}, year = {{2018}}, } @book{7063, editor = {{Hagengruber, Ruth and Luft, Sebastian}}, isbn = {{978-3-319-97861-1}}, issn = {{2523-8760}}, pages = {{244}}, publisher = {{Springer International Publishing}}, title = {{{Women Phenomenologists on Social Ontology}}}, doi = {{10.1007/978-3-319-97861-1}}, volume = {{1}}, year = {{2018}}, } @article{27119, abstract = {{This article examines the normative roots of criteria used for the accreditation of study programs in German higher education based on the orders of worth framework by Boltanski and Thévenot (On justification. Economies of worth, Princeton University Press, Princeton, 2006). From 1999 to 2017, the criteria have been subject to continuous efforts of legitimation, especially by the German Länder, which are in charge of public higher education in Germany. The empirical analysis shows that industrial (e.g., ‘standardization’), civic (e.g., ‘gender justice and equal opportunities’), and civic-industrial (e.g., ‘employability’) codings are the core of accreditation criteria. The normativity of these criteria constitutes accreditation as a technical arrangement running (a) a structural program (e.g., qualifications of academic teachers, modularization of study programs, and quality management) and (b) a political program (e.g., diversity of students and system of studies). Based on the empirical analysis, it is concluded that X does not stand for the accreditation of quality X. X stands for the accreditation of X qualities for specific normative purposes via the higher education accreditation regime.}}, author = {{Schneijderberg, Christian and Steinhardt, Isabel}}, issn = {{0952-8733}}, journal = {{Higher Education Policy}}, pages = {{5--28}}, title = {{{Accreditation of X Qualities Instead of Quality X: A Normative Analysis of Criteria of the German Higher Education Accreditation Regime}}}, doi = {{10.1057/s41307-018-0111-y}}, year = {{2018}}, }