---
_id: '48792'
author:
- first_name: Sebastian
full_name: Luft, Sebastian
id: '55271'
last_name: Luft
citation:
ama: Luft S. The Space of Culture. Towards a Transcendental Philosophy of Culture
Following the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer).
Oxford University Press; 2019. doi:https://doi.org/10.1093/acprof:oso/9780198738848.001.0001
apa: Luft, S. (2019). The Space of Culture. Towards a Transcendental Philosophy
of Culture Following the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer).
Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198738848.001.0001
bibtex: '@book{Luft_2019, place={Oxford/New York}, title={The Space of Culture.
Towards a Transcendental Philosophy of Culture Following the Marburg School of
Neo-Kantianism (Cohen, Natorp, Cassirer).}, DOI={https://doi.org/10.1093/acprof:oso/9780198738848.001.0001},
publisher={Oxford University Press}, author={Luft, Sebastian}, year={2019} }'
chicago: 'Luft, Sebastian. The Space of Culture. Towards a Transcendental Philosophy
of Culture Following the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer).
Oxford/New York: Oxford University Press, 2019. https://doi.org/10.1093/acprof:oso/9780198738848.001.0001.'
ieee: 'S. Luft, The Space of Culture. Towards a Transcendental Philosophy of
Culture Following the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer).
Oxford/New York: Oxford University Press, 2019.'
mla: Luft, Sebastian. The Space of Culture. Towards a Transcendental Philosophy
of Culture Following the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer).
Oxford University Press, 2019, doi:https://doi.org/10.1093/acprof:oso/9780198738848.001.0001.
short: S. Luft, The Space of Culture. Towards a Transcendental Philosophy of Culture
Following the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer)., Oxford
University Press, Oxford/New York, 2019.
date_created: 2023-11-13T09:33:14Z
date_updated: 2023-11-14T10:27:53Z
department:
- _id: '813'
doi: https://doi.org/10.1093/acprof:oso/9780198738848.001.0001
extern: '1'
language:
- iso: eng
place: Oxford/New York
publisher: Oxford University Press
related_material:
link:
- relation: confirmation
url: https://academic.oup.com/book/9083?login=true
status: public
title: The Space of Culture. Towards a Transcendental Philosophy of Culture Following
the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer).
type: book
user_id: '59882'
year: '2019'
...
---
_id: '48791'
alternative_title:
- A book teaching philosophy at the college level in German)
author:
- first_name: Sebastian
full_name: Luft, Sebastian
id: '55271'
last_name: Luft
citation:
ama: Luft S. Philosophie Lehren. Meiner; 2019.
apa: Luft, S. (2019). Philosophie Lehren. Meiner.
bibtex: '@book{Luft_2019, place={Hamburg}, title={Philosophie Lehren}, publisher={Meiner},
author={Luft, Sebastian}, year={2019} }'
chicago: 'Luft, Sebastian. Philosophie Lehren. Hamburg: Meiner, 2019.'
ieee: 'S. Luft, Philosophie Lehren. Hamburg: Meiner, 2019.'
mla: Luft, Sebastian. Philosophie Lehren. Meiner, 2019.
short: S. Luft, Philosophie Lehren, Meiner, Hamburg, 2019.
date_created: 2023-11-13T09:27:29Z
date_updated: 2023-11-14T10:27:39Z
department:
- _id: '813'
extern: '1'
language:
- iso: ger
place: Hamburg
publisher: Meiner
status: public
title: Philosophie Lehren
type: book
user_id: '59882'
year: '2019'
...
---
_id: '48831'
abstract:
- lang: eng
text: This essay attempts to spell out what might be left of Husserlian phenomenology
when one leaves behind Husserl’s own grounding ambitions. Husserl construes transcendental
phenomenology as first philosophy. In a pragmatist vein of leaving it behind in
the interest of something other, I discuss what would happen if one were to ‘pragmatize’
phenomenology. After first laying out Husserl’s vision, in a second part I reconstruct
the motives that led to it in reaction to a ‘Cartesian anxiety’ of not securing
an indubitable ground of knowledge. After that, the article spells out some pragmatic
reflections on what phenomenology would be, without the need to secure foundations
of knowledge. Such a liberation would in effect enable phenomenology to more fully
make true on the ideals of the Enlightenment (which Rorty, too, underwrites) of
emancipating oneself of one of the last vestiges of a dogmatic slumber.
article_type: original
author:
- first_name: Sebastian
full_name: Luft, Sebastian
id: '55271'
last_name: Luft
citation:
ama: 'Luft S. Phenomenology without Foundations = Pragmatism? Or: What is Left of
Phenomenology After a Pragmatic Critique. Phänomenologische Forschungen.
2019;(2):91-114.'
apa: 'Luft, S. (2019). Phenomenology without Foundations = Pragmatism? Or: What
is Left of Phenomenology After a Pragmatic Critique. Phänomenologische Forschungen,
2, 91–114.'
bibtex: '@article{Luft_2019, title={Phenomenology without Foundations = Pragmatism?
Or: What is Left of Phenomenology After a Pragmatic Critique}, number={2}, journal={Phänomenologische
Forschungen}, publisher={Felix Meiner Verlag }, author={Luft, Sebastian}, year={2019},
pages={91–114} }'
chicago: 'Luft, Sebastian. “Phenomenology without Foundations = Pragmatism? Or:
What Is Left of Phenomenology After a Pragmatic Critique.” Phänomenologische
Forschungen, no. 2 (2019): 91–114.'
ieee: 'S. Luft, “Phenomenology without Foundations = Pragmatism? Or: What is Left
of Phenomenology After a Pragmatic Critique,” Phänomenologische Forschungen,
no. 2, pp. 91–114, 2019.'
mla: 'Luft, Sebastian. “Phenomenology without Foundations = Pragmatism? Or: What
Is Left of Phenomenology After a Pragmatic Critique.” Phänomenologische Forschungen,
no. 2, Felix Meiner Verlag , 2019, pp. 91–114.'
short: S. Luft, Phänomenologische Forschungen (2019) 91–114.
date_created: 2023-11-14T11:49:57Z
date_updated: 2023-11-14T11:50:16Z
department:
- _id: '813'
extern: '1'
issue: '2'
language:
- iso: eng
page: 91-114
publication: Phänomenologische Forschungen
publisher: 'Felix Meiner Verlag '
related_material:
link:
- relation: confirmation
url: https://shibbolethsp.jstor.org/start?entityID=https%3A%2F%2Fidp.uni-paderborn.de%2Fidp%2Fshibboleth&dest=https://www.jstor.org/stable/27125509&site=jstor
status: public
title: 'Phenomenology without Foundations = Pragmatism? Or: What is Left of Phenomenology
After a Pragmatic Critique'
type: journal_article
user_id: '59882'
year: '2019'
...
---
_id: '49712'
author:
- first_name: Stefan
full_name: Elit, Stefan
id: '105'
last_name: Elit
orcid: 0000-0002-4719-1073
- first_name: Norbert Otto
full_name: Eke, Norbert Otto
id: '104'
last_name: Eke
citation:
ama: 'Elit S, Eke NO. Einleitung. In: Elit S, Eke NO, eds. Literarische Institutionen.
Grundthemen der Literaturwissenschaft. de Gruyter; 2019:1-17.'
apa: Elit, S., & Eke, N. O. (2019). Einleitung. In S. Elit & N. O. Eke (Eds.),
Literarische Institutionen (pp. 1–17). de Gruyter.
bibtex: '@inbook{Elit_Eke_2019, place={Berlin/Boston}, series={Grundthemen der Literaturwissenschaft},
title={Einleitung}, booktitle={Literarische Institutionen}, publisher={de Gruyter},
author={Elit, Stefan and Eke, Norbert Otto}, editor={Elit, Stefan and Eke, Norbert
Otto}, year={2019}, pages={1–17}, collection={Grundthemen der Literaturwissenschaft}
}'
chicago: 'Elit, Stefan, and Norbert Otto Eke. “Einleitung.” In Literarische Institutionen,
edited by Stefan Elit and Norbert Otto Eke, 1–17. Grundthemen der Literaturwissenschaft.
Berlin/Boston: de Gruyter, 2019.'
ieee: 'S. Elit and N. O. Eke, “Einleitung,” in Literarische Institutionen,
S. Elit and N. O. Eke, Eds. Berlin/Boston: de Gruyter, 2019, pp. 1–17.'
mla: Elit, Stefan, and Norbert Otto Eke. “Einleitung.” Literarische Institutionen,
edited by Stefan Elit and Norbert Otto Eke, de Gruyter, 2019, pp. 1–17.
short: 'S. Elit, N.O. Eke, in: S. Elit, N.O. Eke (Eds.), Literarische Institutionen,
de Gruyter, Berlin/Boston, 2019, pp. 1–17.'
date_created: 2023-12-15T14:02:51Z
date_updated: 2023-12-15T14:02:56Z
department:
- _id: '465'
- _id: '5'
editor:
- first_name: Stefan
full_name: Elit, Stefan
last_name: Elit
- first_name: Norbert Otto
full_name: Eke, Norbert Otto
last_name: Eke
language:
- iso: ger
page: 1-17
place: Berlin/Boston
publication: Literarische Institutionen
publication_identifier:
isbn:
- 978-3-11-036469-9
publication_status: published
publisher: de Gruyter
series_title: Grundthemen der Literaturwissenschaft
status: public
title: Einleitung
type: book_chapter
user_id: '105'
year: '2019'
...
---
_id: '49747'
author:
- first_name: Yves
full_name: Huybrechts, Yves
id: '78579'
last_name: Huybrechts
orcid: 0009-0009-2166-9794
citation:
ama: Huybrechts Y. Die Antwerpener Börse - Aufstieg, Niedergang und Wandel (VIDEO).
BelgienNet; 2019.
apa: Huybrechts, Y. (2019). Die Antwerpener Börse - Aufstieg, Niedergang und
Wandel (VIDEO). BelgienNet.
bibtex: '@book{Huybrechts_2019, title={Die Antwerpener Börse - Aufstieg, Niedergang
und Wandel (VIDEO)}, publisher={BelgienNet}, author={Huybrechts, Yves}, year={2019}
}'
chicago: Huybrechts, Yves. Die Antwerpener Börse - Aufstieg, Niedergang und Wandel
(VIDEO). BelgienNet, 2019.
ieee: Y. Huybrechts, Die Antwerpener Börse - Aufstieg, Niedergang und Wandel
(VIDEO). BelgienNet, 2019.
mla: Huybrechts, Yves. Die Antwerpener Börse - Aufstieg, Niedergang und Wandel
(VIDEO). BelgienNet, 2019.
short: Y. Huybrechts, Die Antwerpener Börse - Aufstieg, Niedergang und Wandel (VIDEO),
BelgienNet, 2019.
date_created: 2023-12-18T09:38:41Z
date_updated: 2023-12-18T10:09:20Z
department:
- _id: '448'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://belgien.net/antwerpener-boerse/
oa: '1'
publication_status: published
publisher: BelgienNet
status: public
title: Die Antwerpener Börse - Aufstieg, Niedergang und Wandel (VIDEO)
type: misc
user_id: '78579'
year: '2019'
...
---
_id: '32156'
abstract:
- lang: eng
text: "How do ideas come into being? Our contribution takes its starting point in
an observation\r\nwe made in empirical data from a prior study. The data center
around an instant of an\r\nacademic writer’s thinking during the revision of a
scientific paper. Through a detailed\r\ndiscourse-oriented micro-analysis, we
zoom in on the writer’s thinking activity and uncover\r\nthe genesis of a complex
idea through a sequence of interrelated moments. These\r\nmoments feature different
degrees of “crystallization” of the idea; from gestures, a sketch,\r\na short
written note, oral explanations to a final spelled-out written argument. For this\r\ncontribution,
we re-analyze the material, asking how the idea gets formed during the\r\nthinking
process and how it reaches a tangible form, which is understandable both for\r\nthe
thinker and for other persons. We root our analysis in a notion of language as
social,\r\nembodied, and dialogical activity, drawing on concepts from Humboldt,
Jakubinskij, and\r\nVygotsky. We focus our analysis on three conceptual nodes.
The first node is the ebbing\r\nand advancing of language in idea formation –
observable as a trajectory through linguistically more condensed or more expanded
utterance forms. The second node is the degree of objectification that the idea
reaches when it is performed differently in a variety of addressivity constellations,
i.e., whether and how it becomes understandable to the thinker and to others in
the social sphere. Finally, the third node is the saturation of the idea through
what we call intrapersonal intertextuality, i.e., its complex and dialogically
related re-articulations in a sequence of formative moments. With these considerations,
we articulate a clear consequence for theorizing thinking. We hold that thinking
is social, embodied, and dialogically organized because it is entangled with language.
Ideas come into being and become understandable and communicable to other persons
only by and within their different, yet, intertextually related formations."
author:
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Marie-Cécile
full_name: Bertau, Marie-Cécile
last_name: Bertau
citation:
ama: 'Karsten A, Bertau M-C. How ideas come into being: Tracing intertextual moments
in grades of objectification and publicness. Frontiers in Psychology. 2019;10.
doi:10.3389/fpsyg.2019.02355'
apa: 'Karsten, A., & Bertau, M.-C. (2019). How ideas come into being: Tracing
intertextual moments in grades of objectification and publicness. Frontiers
in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02355'
bibtex: '@article{Karsten_Bertau_2019, title={How ideas come into being: Tracing
intertextual moments in grades of objectification and publicness}, volume={10},
DOI={10.3389/fpsyg.2019.02355},
journal={Frontiers in Psychology}, author={Karsten, Andrea and Bertau, Marie-Cécile},
year={2019} }'
chicago: 'Karsten, Andrea, and Marie-Cécile Bertau. “How Ideas Come into Being:
Tracing Intertextual Moments in Grades of Objectification and Publicness.” Frontiers
in Psychology 10 (2019). https://doi.org/10.3389/fpsyg.2019.02355.'
ieee: 'A. Karsten and M.-C. Bertau, “How ideas come into being: Tracing intertextual
moments in grades of objectification and publicness,” Frontiers in Psychology,
vol. 10, 2019, doi: 10.3389/fpsyg.2019.02355.'
mla: 'Karsten, Andrea, and Marie-Cécile Bertau. “How Ideas Come into Being: Tracing
Intertextual Moments in Grades of Objectification and Publicness.” Frontiers
in Psychology, vol. 10, 2019, doi:10.3389/fpsyg.2019.02355.'
short: A. Karsten, M.-C. Bertau, Frontiers in Psychology 10 (2019).
date_created: 2022-06-24T14:27:04Z
date_updated: 2023-12-21T08:42:58Z
department:
- _id: '424'
doi: 10.3389/fpsyg.2019.02355
intvolume: ' 10'
keyword:
- idea formation
- language activity
- objectification
- intrapersonal intertextuality
- articulation
- Jakubinskij
- Vygotsky
- Humboldt
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
publication: Frontiers in Psychology
publication_status: published
status: public
title: 'How ideas come into being: Tracing intertextual moments in grades of objectification
and publicness'
type: journal_article
user_id: '53917'
volume: 10
year: '2019'
...
---
_id: '45061'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Carmen
full_name: Zurbriggen, Carmen
last_name: Zurbriggen
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Markus
full_name: Gebhardt, Markus
last_name: Gebhardt
citation:
ama: 'Knickenberg M, Zurbriggen C, Schwab S, Gebhardt M. Inklusion aus der Sicht
von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in
verschiedenen schulischen Kontexten. In: ; 2019.'
apa: Knickenberg, M., Zurbriggen, C., Schwab, S., & Gebhardt, M. (2019). Inklusion
aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz
in verschiedenen schulischen Kontexten. 7. Tagung der Gesellschaft für Empirische
Bildungsforschung (GEBF), Köln.
bibtex: '@inproceedings{Knickenberg_Zurbriggen_Schwab_Gebhardt_2019, place={Köln},
title={Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen –
Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten.}, author={Knickenberg,
Margarita and Zurbriggen, Carmen and Schwab, Susanne and Gebhardt, Markus}, year={2019}
}'
chicago: Knickenberg, Margarita, Carmen Zurbriggen, Susanne Schwab, and Markus Gebhardt.
“Inklusion Aus Der Sicht von Kindern Mit Dem Förderschwerpunkt Lernen – Überprüfung
von Messinvarianz in Verschiedenen Schulischen Kontexten.” Köln, 2019.
ieee: M. Knickenberg, C. Zurbriggen, S. Schwab, and M. Gebhardt, “Inklusion aus
der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz
in verschiedenen schulischen Kontexten.,” presented at the 7. Tagung der Gesellschaft
für Empirische Bildungsforschung (GEBF), Köln, 2019.
mla: Knickenberg, Margarita, et al. Inklusion Aus Der Sicht von Kindern Mit Dem
Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in Verschiedenen Schulischen
Kontexten. 2019.
short: 'M. Knickenberg, C. Zurbriggen, S. Schwab, M. Gebhardt, in: Köln, 2019.'
conference:
location: Köln
name: 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)
date_created: 2023-05-17T09:52:16Z
date_updated: 2024-01-16T09:49:09Z
department:
- _id: '4'
- _id: '460'
extern: '1'
language:
- iso: eng
place: Köln
status: public
title: Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung
von Messinvarianz in verschiedenen schulischen Kontexten.
type: conference
user_id: '12978'
year: '2019'
...
---
_id: '45060'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Carmen
full_name: Zurbriggen, Carmen
last_name: Zurbriggen
- first_name: Martin
full_name: Venetz, Martin
last_name: Venetz
citation:
ama: 'Knickenberg M, Zurbriggen C, Venetz M. Students with emotional or behavioral
problems: Their emotional experience in the classroom during peer interactions.
In: ; 2019.'
apa: 'Knickenberg, M., Zurbriggen, C., & Venetz, M. (2019). Students with
emotional or behavioral problems: Their emotional experience in the classroom
during peer interactions. Biennial Meeting of the Society for Research in
Child Development (SRCD), Baltimore, MD, United States.'
bibtex: '@inproceedings{Knickenberg_Zurbriggen_Venetz_2019, place={Baltimore, MD,
United States}, title={Students with emotional or behavioral problems: Their emotional
experience in the classroom during peer interactions.}, author={Knickenberg, Margarita
and Zurbriggen, Carmen and Venetz, Martin}, year={2019} }'
chicago: 'Knickenberg, Margarita, Carmen Zurbriggen, and Martin Venetz. “Students
with Emotional or Behavioral Problems: Their Emotional Experience in the Classroom
during Peer Interactions.” Baltimore, MD, United States, 2019.'
ieee: 'M. Knickenberg, C. Zurbriggen, and M. Venetz, “Students with emotional or
behavioral problems: Their emotional experience in the classroom during peer interactions.,”
presented at the Biennial Meeting of the Society for Research in Child Development
(SRCD), Baltimore, MD, United States, 2019.'
mla: 'Knickenberg, Margarita, et al. Students with Emotional or Behavioral Problems:
Their Emotional Experience in the Classroom during Peer Interactions. 2019.'
short: 'M. Knickenberg, C. Zurbriggen, M. Venetz, in: Baltimore, MD, United States,
2019.'
conference:
location: Baltimore, MD, United States
name: Biennial Meeting of the Society for Research in Child Development (SRCD)
date_created: 2023-05-17T09:49:33Z
date_updated: 2024-01-16T09:49:10Z
department:
- _id: '4'
- _id: '460'
language:
- iso: eng
place: Baltimore, MD, United States
status: public
title: 'Students with emotional or behavioral problems: Their emotional experience
in the classroom during peer interactions.'
type: conference
user_id: '12978'
year: '2019'
...
---
_id: '45056'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Hellmich
full_name: Frank, Hellmich
last_name: Frank
- first_name: Löper
full_name: Marwin Felix, Löper
last_name: Marwin Felix
citation:
ama: 'Knickenberg M, Frank H, Marwin Felix L. Individual and institutional determinants
for primary school teachers’ self-efficacy beliefs regarding inclusive education
– Results from qualitative interviews. In: ; 2019.'
apa: Knickenberg, M., Frank, H., & Marwin Felix, L. (2019). Individual and
institutional determinants for primary school teachers’ self-efficacy beliefs
regarding inclusive education – Results from qualitative interviews. Porto
International Conference on Research in Education (ICRE), Porto.
bibtex: '@inproceedings{Knickenberg_Frank_Marwin Felix_2019, place={Porto}, title={Individual
and institutional determinants for primary school teachers’ self-efficacy beliefs
regarding inclusive education – Results from qualitative interviews.}, author={Knickenberg,
Margarita and Frank, Hellmich and Marwin Felix, Löper}, year={2019} }'
chicago: Knickenberg, Margarita, Hellmich Frank, and Löper Marwin Felix. “Individual
and Institutional Determinants for Primary School Teachers’ Self-Efficacy Beliefs
Regarding Inclusive Education – Results from Qualitative Interviews.” Porto, 2019.
ieee: M. Knickenberg, H. Frank, and L. Marwin Felix, “Individual and institutional
determinants for primary school teachers’ self-efficacy beliefs regarding inclusive
education – Results from qualitative interviews.,” presented at the Porto International
Conference on Research in Education (ICRE), Porto, 2019.
mla: Knickenberg, Margarita, et al. Individual and Institutional Determinants
for Primary School Teachers’ Self-Efficacy Beliefs Regarding Inclusive Education
– Results from Qualitative Interviews. 2019.
short: 'M. Knickenberg, H. Frank, L. Marwin Felix, in: Porto, 2019.'
conference:
location: Porto
name: Porto International Conference on Research in Education (ICRE)
date_created: 2023-05-17T09:38:38Z
date_updated: 2024-01-16T09:49:17Z
department:
- _id: '4'
- _id: '460'
extern: '1'
language:
- iso: eng
place: Porto
status: public
title: Individual and institutional determinants for primary school teachers’ self-efficacy
beliefs regarding inclusive education – Results from qualitative interviews.
type: conference
user_id: '12978'
year: '2019'
...
---
_id: '45054'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Löper
full_name: Marwin Felix, Löper
last_name: Marwin Felix
- first_name: Hellmich
full_name: Frank, Hellmich
last_name: Frank
citation:
ama: 'Knickenberg M, Marwin Felix L, Frank H. Potential influencing factors for
teachers’ self-efficacy beliefs concerning inclusive education. In: ; 2019.'
apa: Knickenberg, M., Marwin Felix, L., & Frank, H. (2019). Potential influencing
factors for teachers’ self-efficacy beliefs concerning inclusive education.
18th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference 2019, Aachen.
bibtex: '@inproceedings{Knickenberg_Marwin Felix_Frank_2019, place={Aachen}, title={Potential
influencing factors for teachers’ self-efficacy beliefs concerning inclusive education},
author={Knickenberg, Margarita and Marwin Felix, Löper and Frank, Hellmich}, year={2019}
}'
chicago: Knickenberg, Margarita, Löper Marwin Felix, and Hellmich Frank. “Potential
Influencing Factors for Teachers’ Self-Efficacy Beliefs Concerning Inclusive Education.”
Aachen, 2019.
ieee: M. Knickenberg, L. Marwin Felix, and H. Frank, “Potential influencing factors
for teachers’ self-efficacy beliefs concerning inclusive education,” presented
at the 18th Biennial EARLI (European Association for Research on Learning and
Instruction) Conference 2019, Aachen, 2019.
mla: Knickenberg, Margarita, et al. Potential Influencing Factors for Teachers’
Self-Efficacy Beliefs Concerning Inclusive Education. 2019.
short: 'M. Knickenberg, L. Marwin Felix, H. Frank, in: Aachen, 2019.'
conference:
location: Aachen
name: 18th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference 2019
date_created: 2023-05-17T09:34:39Z
date_updated: 2024-01-16T09:49:20Z
department:
- _id: '4'
- _id: '460'
extern: '1'
language:
- iso: eng
place: Aachen
status: public
title: Potential influencing factors for teachers’ self-efficacy beliefs concerning
inclusive education
type: conference
user_id: '12978'
year: '2019'
...
---
_id: '45059'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Carmen
full_name: Zurbriggen, Carmen
last_name: Zurbriggen
- first_name: Martin
full_name: Venetz, Martin
last_name: Venetz
citation:
ama: 'Knickenberg M, Zurbriggen C, Venetz M. Assessing social interaction quality
with the Experience Sampling Method. In: ; 2019.'
apa: Knickenberg, M., Zurbriggen, C., & Venetz, M. (2019). Assessing social
interaction quality with the Experience Sampling Method. second edition of
the conference “On the Social Inclusion of Students with Disabilities in General
Education - New ways to measure social inclusion,” Groningen, Netherlands.
bibtex: '@inproceedings{Knickenberg_Zurbriggen_Venetz_2019, title={Assessing social
interaction quality with the Experience Sampling Method}, author={Knickenberg,
Margarita and Zurbriggen, Carmen and Venetz, Martin}, year={2019} }'
chicago: Knickenberg, Margarita, Carmen Zurbriggen, and Martin Venetz. “Assessing
Social Interaction Quality with the Experience Sampling Method,” 2019.
ieee: M. Knickenberg, C. Zurbriggen, and M. Venetz, “Assessing social interaction
quality with the Experience Sampling Method,” presented at the second edition
of the conference “On the Social Inclusion of Students with Disabilities in General
Education - New ways to measure social inclusion,” Groningen, Netherlands, 2019.
mla: Knickenberg, Margarita, et al. Assessing Social Interaction Quality with
the Experience Sampling Method. 2019.
short: 'M. Knickenberg, C. Zurbriggen, M. Venetz, in: 2019.'
conference:
location: Groningen, Netherlands
name: second edition of the conference "On the Social Inclusion of Students with
Disabilities in General Education - New ways to measure social inclusion"
date_created: 2023-05-17T09:47:11Z
date_updated: 2024-01-16T09:49:13Z
department:
- _id: '4'
- _id: '460'
language:
- iso: eng
status: public
title: Assessing social interaction quality with the Experience Sampling Method
type: conference
user_id: '12978'
year: '2019'
...
---
_id: '45057'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Carmen
full_name: Zurbriggen, Carmen
last_name: Zurbriggen
- first_name: Chantal
full_name: Hinni, Chantal
last_name: Hinni
- first_name: Martin
full_name: Venetz, Martin
last_name: Venetz
citation:
ama: 'Knickenberg M, Zurbriggen C, Hinni C, Venetz M. Peer interactions in everyday
school life versus leisure time of adolescents and their emotional experience.
In: ; 2019.'
apa: Knickenberg, M., Zurbriggen, C., Hinni, C., & Venetz, M. (2019). Peer
interactions in everyday school life versus leisure time of adolescents and their
emotional experience. 6th biannual meeting of the Society Ambulatory Assessment,
Syracuse, NY, United States.
bibtex: '@inproceedings{Knickenberg_Zurbriggen_Hinni_Venetz_2019, title={Peer interactions
in everyday school life versus leisure time of adolescents and their emotional
experience.}, author={Knickenberg, Margarita and Zurbriggen, Carmen and Hinni,
Chantal and Venetz, Martin}, year={2019} }'
chicago: Knickenberg, Margarita, Carmen Zurbriggen, Chantal Hinni, and Martin Venetz.
“Peer Interactions in Everyday School Life versus Leisure Time of Adolescents
and Their Emotional Experience.,” 2019.
ieee: M. Knickenberg, C. Zurbriggen, C. Hinni, and M. Venetz, “Peer interactions
in everyday school life versus leisure time of adolescents and their emotional
experience.,” presented at the 6th biannual meeting of the Society Ambulatory
Assessment, Syracuse, NY, United States, 2019.
mla: Knickenberg, Margarita, et al. Peer Interactions in Everyday School Life
versus Leisure Time of Adolescents and Their Emotional Experience. 2019.
short: 'M. Knickenberg, C. Zurbriggen, C. Hinni, M. Venetz, in: 2019.'
conference:
location: Syracuse, NY, United States
name: 6th biannual meeting of the Society Ambulatory Assessment
date_created: 2023-05-17T09:44:18Z
date_updated: 2024-01-16T09:49:12Z
department:
- _id: '4'
- _id: '460'
extern: '1'
language:
- iso: eng
status: public
title: Peer interactions in everyday school life versus leisure time of adolescents
and their emotional experience.
type: conference
user_id: '12978'
year: '2019'
...
---
_id: '45058'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Carmen
full_name: Zurbriggen, Carmen
last_name: Zurbriggen
citation:
ama: 'Knickenberg M, Zurbriggen C. Erfassung von Merkmalen inklusiven Unterrichts
mit der Experience Sampling Method. In: ; 2019.'
apa: Knickenberg, M., & Zurbriggen, C. (2019). Erfassung von Merkmalen inklusiven
Unterrichts mit der Experience Sampling Method. Frühjahrstagung der Arbeitsgruppe
für empirische sonderpädagogische Forschung. Universität Freiburg, Freiburg, Schweiz.
bibtex: '@inproceedings{Knickenberg_Zurbriggen_2019, title={Erfassung von Merkmalen
inklusiven Unterrichts mit der Experience Sampling Method.}, author={Knickenberg,
Margarita and Zurbriggen, Carmen}, year={2019} }'
chicago: Knickenberg, Margarita, and Carmen Zurbriggen. “Erfassung von Merkmalen
Inklusiven Unterrichts Mit Der Experience Sampling Method.,” 2019.
ieee: M. Knickenberg and C. Zurbriggen, “Erfassung von Merkmalen inklusiven Unterrichts
mit der Experience Sampling Method.,” presented at the Frühjahrstagung der Arbeitsgruppe
für empirische sonderpädagogische Forschung. Universität Freiburg, Freiburg, Schweiz,
2019.
mla: Knickenberg, Margarita, and Carmen Zurbriggen. Erfassung von Merkmalen Inklusiven
Unterrichts Mit Der Experience Sampling Method. 2019.
short: 'M. Knickenberg, C. Zurbriggen, in: 2019.'
conference:
location: Freiburg, Schweiz
name: Frühjahrstagung der Arbeitsgruppe für empirische sonderpädagogische Forschung.
Universität Freiburg
date_created: 2023-05-17T09:45:11Z
date_updated: 2024-01-16T09:49:15Z
department:
- _id: '4'
- _id: '460'
extern: '1'
language:
- iso: eng
status: public
title: Erfassung von Merkmalen inklusiven Unterrichts mit der Experience Sampling
Method.
type: conference
user_id: '12978'
year: '2019'
...
---
_id: '45055'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Hinni
full_name: Chantal, Hinni
last_name: Chantal
citation:
ama: 'Knickenberg M, Chantal H. Applicability of ESM in School: Quality of students’
social interaction. In: ; 2019.'
apa: 'Knickenberg, M., & Chantal, H. (2019). Applicability of ESM in School:
Quality of students’ social interaction. 18th Biennial EARLI (European Association
for Research on Learning and Instruction) Conference 2019, Aachen.'
bibtex: '@inproceedings{Knickenberg_Chantal_2019, place={Aachen}, title={Applicability
of ESM in School: Quality of students’ social interaction}, author={Knickenberg,
Margarita and Chantal, Hinni}, year={2019} }'
chicago: 'Knickenberg, Margarita, and Hinni Chantal. “Applicability of ESM in School:
Quality of Students’ Social Interaction.” Aachen, 2019.'
ieee: 'M. Knickenberg and H. Chantal, “Applicability of ESM in School: Quality of
students’ social interaction,” presented at the 18th Biennial EARLI (European
Association for Research on Learning and Instruction) Conference 2019, Aachen,
2019.'
mla: 'Knickenberg, Margarita, and Hinni Chantal. Applicability of ESM in School:
Quality of Students’ Social Interaction. 2019.'
short: 'M. Knickenberg, H. Chantal, in: Aachen, 2019.'
conference:
location: Aachen
name: 18th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference 2019
date_created: 2023-05-17T09:36:37Z
date_updated: 2024-01-16T09:49:18Z
department:
- _id: '4'
- _id: '460'
extern: '1'
language:
- iso: eng
place: Aachen
status: public
title: 'Applicability of ESM in School: Quality of students'' social interaction'
type: conference
user_id: '12978'
year: '2019'
...
---
_id: '34653'
author:
- first_name: Isabelle
full_name: Hoyer, Isabelle
id: '42788'
last_name: Hoyer
- first_name: Theresa
full_name: Kohlmeyer, Theresa
last_name: Kohlmeyer
citation:
ama: 'Hoyer I, Kohlmeyer T. Das gesungene Lied im Religionsunterricht - zwischen
Ritualisierung und Instrumentalisierung. In: Büttner G, Mendl H, Reis O, Roose
H, eds. Praxis Des RU. Vol 10. Jahrbuch für konstruktivistische Religionsdidaktik.
; 2019:85-94.'
apa: Hoyer, I., & Kohlmeyer, T. (2019). Das gesungene Lied im Religionsunterricht
- zwischen Ritualisierung und Instrumentalisierung. In G. Büttner, H. Mendl, O.
Reis, & H. Roose (Eds.), Praxis des RU (Vol. 10, pp. 85–94).
bibtex: '@inbook{Hoyer_Kohlmeyer_2019, series={Jahrbuch für konstruktivistische
Religionsdidaktik}, title={Das gesungene Lied im Religionsunterricht - zwischen
Ritualisierung und Instrumentalisierung}, volume={10}, booktitle={Praxis des RU},
author={Hoyer, Isabelle and Kohlmeyer, Theresa}, editor={Büttner, Gerhard and
Mendl, Hans and Reis, Oliver and Roose, Hanna}, year={2019}, pages={85–94}, collection={Jahrbuch
für konstruktivistische Religionsdidaktik} }'
chicago: Hoyer, Isabelle, and Theresa Kohlmeyer. “Das Gesungene Lied Im Religionsunterricht
- Zwischen Ritualisierung Und Instrumentalisierung.” In Praxis Des RU,
edited by Gerhard Büttner, Hans Mendl, Oliver Reis, and Hanna Roose, 10:85–94.
Jahrbuch Für Konstruktivistische Religionsdidaktik, 2019.
ieee: I. Hoyer and T. Kohlmeyer, “Das gesungene Lied im Religionsunterricht - zwischen
Ritualisierung und Instrumentalisierung,” in Praxis des RU, vol. 10, G.
Büttner, H. Mendl, O. Reis, and H. Roose, Eds. 2019, pp. 85–94.
mla: Hoyer, Isabelle, and Theresa Kohlmeyer. “Das Gesungene Lied Im Religionsunterricht
- Zwischen Ritualisierung Und Instrumentalisierung.” Praxis Des RU, edited
by Gerhard Büttner et al., vol. 10, 2019, pp. 85–94.
short: 'I. Hoyer, T. Kohlmeyer, in: G. Büttner, H. Mendl, O. Reis, H. Roose (Eds.),
Praxis Des RU, 2019, pp. 85–94.'
date_created: 2022-12-21T09:38:19Z
date_updated: 2024-01-17T14:04:00Z
department:
- _id: '432'
- _id: '21'
editor:
- first_name: Gerhard
full_name: Büttner, Gerhard
last_name: Büttner
- first_name: 'Hans '
full_name: 'Mendl, Hans '
last_name: Mendl
- first_name: Oliver
full_name: Reis, Oliver
last_name: Reis
- first_name: Hanna
full_name: Roose, Hanna
last_name: Roose
intvolume: ' 10'
language:
- iso: eng
page: 85-94
publication: Praxis des RU
series_title: Jahrbuch für konstruktivistische Religionsdidaktik
status: public
title: Das gesungene Lied im Religionsunterricht - zwischen Ritualisierung und Instrumentalisierung
type: book_chapter
user_id: '42788'
volume: 10
year: '2019'
...
---
_id: '19771'
abstract:
- lang: eng
text: 'Angegebener Monat: März 2019'
author:
- first_name: Petra
full_name: Büker, Petra
id: '21978'
last_name: Büker
- first_name: Stefanie
full_name: Meier, Stefanie
id: '13747'
last_name: Meier
- first_name: Jana
full_name: Ogrodowski, Jana
id: '34404'
last_name: Ogrodowski
- first_name: Melanie
full_name: Seibel, Melanie
last_name: Seibel
- first_name: Christine
full_name: Weiß, Christine
last_name: Weiß
citation:
ama: 'Büker P, Meier S, Ogrodowski J, Seibel M, Weiß C. Inklusion vom Kind aus denken:
Mit der KrafT Bildungsdokumentation den Übergang Kita-Grundschule gemeinsam gestalten.
Workshop im Rahmen des 8. Paderborner Grundschultages. Universität Paderborn.
In: ; 2019.'
apa: 'Büker, P., Meier, S., Ogrodowski, J., Seibel, M., & Weiß, C. (2019). Inklusion
vom Kind aus denken: Mit der KrafT Bildungsdokumentation den Übergang Kita-Grundschule
gemeinsam gestalten. Workshop im Rahmen des 8. Paderborner Grundschultages. Universität
Paderborn.'
bibtex: '@inproceedings{Büker_Meier_Ogrodowski_Seibel_Weiß_2019, title={Inklusion
vom Kind aus denken: Mit der KrafT Bildungsdokumentation den Übergang Kita-Grundschule
gemeinsam gestalten. Workshop im Rahmen des 8. Paderborner Grundschultages. Universität
Paderborn}, author={Büker, Petra and Meier, Stefanie and Ogrodowski, Jana and
Seibel, Melanie and Weiß, Christine}, year={2019} }'
chicago: 'Büker, Petra, Stefanie Meier, Jana Ogrodowski, Melanie Seibel, and Christine
Weiß. “Inklusion vom Kind aus denken: Mit der KrafT Bildungsdokumentation den
Übergang Kita-Grundschule gemeinsam gestalten. Workshop im Rahmen des 8. Paderborner
Grundschultages. Universität Paderborn,” 2019.'
ieee: 'P. Büker, S. Meier, J. Ogrodowski, M. Seibel, and C. Weiß, “Inklusion vom
Kind aus denken: Mit der KrafT Bildungsdokumentation den Übergang Kita-Grundschule
gemeinsam gestalten. Workshop im Rahmen des 8. Paderborner Grundschultages. Universität
Paderborn,” 2019.'
mla: 'Büker, Petra, et al. Inklusion vom Kind aus denken: Mit der KrafT Bildungsdokumentation
den Übergang Kita-Grundschule gemeinsam gestalten. Workshop im Rahmen des 8. Paderborner
Grundschultages. Universität Paderborn. 2019.'
short: 'P. Büker, S. Meier, J. Ogrodowski, M. Seibel, C. Weiß, in: 2019.'
date_created: 2020-09-30T08:20:30Z
date_updated: 2024-01-18T08:36:21Z
department:
- _id: '458'
language:
- iso: ger
status: public
title: 'Inklusion vom Kind aus denken: Mit der KrafT Bildungsdokumentation den Übergang
Kita-Grundschule gemeinsam gestalten. Workshop im Rahmen des 8. Paderborner Grundschultages.
Universität Paderborn'
type: conference
user_id: '26718'
year: '2019'
...
---
_id: '19769'
abstract:
- lang: eng
text: 'Angegebener Monat: Mai 2019'
author:
- first_name: Petra
full_name: Büker, Petra
id: '21978'
last_name: Büker
- first_name: Jana
full_name: Ogrodowski, Jana
id: '34404'
last_name: Ogrodowski
citation:
ama: 'Büker P, Ogrodowski J. Kriterien für eine qualitätsvolle Übergangsgestaltung:
Wie können Kinder, pädagogische Fachkräfte und die Übergangsgestaltung von der
Kooperation profitieren? Eröffnungsvortrag zum Fachtag: „Kriterien für eine qualitätsvolle
Übergangsgestaltung“ im Bildungshaus Emmerthal (Niedersachsen). In: ; 2019.'
apa: 'Büker, P., & Ogrodowski, J. (2019). Kriterien für eine qualitätsvolle
Übergangsgestaltung: Wie können Kinder, pädagogische Fachkräfte und die Übergangsgestaltung
von der Kooperation profitieren? Eröffnungsvortrag zum Fachtag: „Kriterien für
eine qualitätsvolle Übergangsgestaltung“ im Bildungshaus Emmerthal (Niedersachsen).'
bibtex: '@inproceedings{Büker_Ogrodowski_2019, title={Kriterien für eine qualitätsvolle
Übergangsgestaltung: Wie können Kinder, pädagogische Fachkräfte und die Übergangsgestaltung
von der Kooperation profitieren? Eröffnungsvortrag zum Fachtag: „Kriterien für
eine qualitätsvolle Übergangsgestaltung“ im Bildungshaus Emmerthal (Niedersachsen)},
author={Büker, Petra and Ogrodowski, Jana}, year={2019} }'
chicago: 'Büker, Petra, and Jana Ogrodowski. “Kriterien für eine qualitätsvolle
Übergangsgestaltung: Wie können Kinder, pädagogische Fachkräfte und die Übergangsgestaltung
von der Kooperation profitieren? Eröffnungsvortrag zum Fachtag: „Kriterien für
eine qualitätsvolle Übergangsgestaltung“ im Bildungshaus Emmerthal (Niedersachsen),”
2019.'
ieee: 'P. Büker and J. Ogrodowski, “Kriterien für eine qualitätsvolle Übergangsgestaltung:
Wie können Kinder, pädagogische Fachkräfte und die Übergangsgestaltung von der
Kooperation profitieren? Eröffnungsvortrag zum Fachtag: „Kriterien für eine qualitätsvolle
Übergangsgestaltung“ im Bildungshaus Emmerthal (Niedersachsen),” 2019.'
mla: 'Büker, Petra, and Jana Ogrodowski. Kriterien für eine qualitätsvolle Übergangsgestaltung:
Wie können Kinder, pädagogische Fachkräfte und die Übergangsgestaltung von der
Kooperation profitieren? Eröffnungsvortrag zum Fachtag: „Kriterien für eine qualitätsvolle
Übergangsgestaltung“ im Bildungshaus Emmerthal (Niedersachsen). 2019.'
short: 'P. Büker, J. Ogrodowski, in: 2019.'
date_created: 2020-09-30T07:44:50Z
date_updated: 2024-01-18T08:40:36Z
department:
- _id: '458'
language:
- iso: ger
status: public
title: 'Kriterien für eine qualitätsvolle Übergangsgestaltung: Wie können Kinder,
pädagogische Fachkräfte und die Übergangsgestaltung von der Kooperation profitieren?
Eröffnungsvortrag zum Fachtag: „Kriterien für eine qualitätsvolle Übergangsgestaltung“
im Bildungshaus Emmerthal (Niedersachsen)'
type: conference
user_id: '26718'
year: '2019'
...
---
_id: '50633'
citation:
ama: Albus V, ed. Montesquieu, Zeitschrift für Didaktik der Philosophie und Ethik.
Vol 3.; 2019.
apa: Albus, V. (Ed.). (2019). Montesquieu, Zeitschrift für Didaktik der Philosophie
und Ethik (Vol. 3).
bibtex: '@book{Albus_2019, title={Montesquieu, Zeitschrift für Didaktik der Philosophie
und Ethik}, volume={3}, year={2019} }'
chicago: Albus, Vanessa, ed. Montesquieu, Zeitschrift für Didaktik der Philosophie
und Ethik. Vol. 3, 2019.
ieee: V. Albus, Ed., Montesquieu, Zeitschrift für Didaktik der Philosophie und
Ethik, vol. 3. 2019.
mla: Albus, Vanessa, editor. Montesquieu, Zeitschrift für Didaktik der Philosophie
und Ethik. 2019.
short: V. Albus, ed., Montesquieu, Zeitschrift für Didaktik der Philosophie und
Ethik, 2019.
date_created: 2024-01-19T10:10:37Z
date_updated: 2024-01-19T10:10:51Z
department:
- _id: '523'
editor:
- first_name: Vanessa
full_name: Albus, Vanessa
id: '80690'
last_name: Albus
intvolume: ' 3'
language:
- iso: ger
publication_status: published
status: public
title: Montesquieu, Zeitschrift für Didaktik der Philosophie und Ethik
type: book_editor
user_id: '49063'
volume: 3
year: '2019'
...
---
_id: '50687'
author:
- first_name: Vanessa
full_name: Albus, Vanessa
id: '80690'
last_name: Albus
citation:
ama: Albus V. Montesquieu und die Philosophiedidaktik. Zeitschrift für Didaktik
der Philosophie und Ethik. 2019;3:3-7.
apa: Albus, V. (2019). Montesquieu und die Philosophiedidaktik. Zeitschrift für
Didaktik der Philosophie und Ethik, 3, 3–7.
bibtex: '@article{Albus_2019, title={Montesquieu und die Philosophiedidaktik}, volume={3},
journal={Zeitschrift für Didaktik der Philosophie und Ethik}, author={Albus, Vanessa},
year={2019}, pages={3–7} }'
chicago: 'Albus, Vanessa. “Montesquieu und die Philosophiedidaktik.” Zeitschrift
für Didaktik der Philosophie und Ethik 3 (2019): 3–7.'
ieee: V. Albus, “Montesquieu und die Philosophiedidaktik,” Zeitschrift für Didaktik
der Philosophie und Ethik, vol. 3, pp. 3–7, 2019.
mla: Albus, Vanessa. “Montesquieu und die Philosophiedidaktik.” Zeitschrift für
Didaktik der Philosophie und Ethik, vol. 3, 2019, pp. 3–7.
short: V. Albus, Zeitschrift für Didaktik der Philosophie und Ethik 3 (2019) 3–7.
date_created: 2024-01-22T00:49:37Z
date_updated: 2024-01-22T00:49:42Z
department:
- _id: '523'
intvolume: ' 3'
language:
- iso: ger
page: 3-7
publication: Zeitschrift für Didaktik der Philosophie und Ethik
publication_status: published
status: public
title: Montesquieu und die Philosophiedidaktik
type: journal_article
user_id: '49063'
volume: 3
year: '2019'
...
---
_id: '50713'
author:
- first_name: Vanessa
full_name: Albus, Vanessa
id: '80690'
last_name: Albus
citation:
ama: 'Albus V. Alfred J. Noll: Absolute Mäßigung. Montesquieu und sein L‘ esprit
des loix. Köln: PapyRosa 2018. 1020 S. Zeitschrift für Didaktik der Philosophie
und Ethik. 2019;3:111.'
apa: 'Albus, V. (2019). Alfred J. Noll: Absolute Mäßigung. Montesquieu und sein
L‘ esprit des loix. Köln: PapyRosa 2018. 1020 S. In Zeitschrift für Didaktik
der Philosophie und Ethik (Vol. 3, p. 111).'
bibtex: '@article{Albus_2019, title={Alfred J. Noll: Absolute Mäßigung. Montesquieu
und sein L‘ esprit des loix. Köln: PapyRosa 2018. 1020 S.}, volume={3}, journal={Zeitschrift
für Didaktik der Philosophie und Ethik}, author={Albus, Vanessa}, year={2019},
pages={111} }'
chicago: 'Albus, Vanessa. “Alfred J. Noll: Absolute Mäßigung. Montesquieu und sein
L‘ esprit des loix. Köln: PapyRosa 2018. 1020 S.” Zeitschrift für Didaktik
der Philosophie und Ethik, 2019.'
ieee: 'V. Albus, “Alfred J. Noll: Absolute Mäßigung. Montesquieu und sein L‘ esprit
des loix. Köln: PapyRosa 2018. 1020 S.,” Zeitschrift für Didaktik der Philosophie
und Ethik, vol. 3. p. 111, 2019.'
mla: 'Albus, Vanessa. “Alfred J. Noll: Absolute Mäßigung. Montesquieu und sein L‘
esprit des loix. Köln: PapyRosa 2018. 1020 S.” Zeitschrift für Didaktik der
Philosophie und Ethik, vol. 3, 2019, p. 111.'
short: V. Albus, Zeitschrift für Didaktik der Philosophie und Ethik 3 (2019) 111.
date_created: 2024-01-22T01:13:28Z
date_updated: 2024-01-22T01:15:02Z
department:
- _id: '523'
intvolume: ' 3'
language:
- iso: ger
page: '111'
publication: Zeitschrift für Didaktik der Philosophie und Ethik
publication_status: published
status: public
title: 'Alfred J. Noll: Absolute Mäßigung. Montesquieu und sein L‘ esprit des loix.
Köln: PapyRosa 2018. 1020 S.'
type: review
user_id: '49063'
volume: 3
year: '2019'
...