標(biāo)題: Titlebook: Human Rights and Religion in Educational Contexts; Manfred L. Pirner,Johannes L?hnemann,Heiner Bielef Book 2016 Springer International Pub [打印本頁] 作者: fibrous-plaque 時間: 2025-3-21 20:07
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作者: Brocas-Area 時間: 2025-3-21 22:06
chner 2016, 16). Kaminski stellte 1996 fest, dass ?[j]e geringer der Bildungsabschlu? im allgemeinbildenden Schulwesen ist, desto gr??er werden die zeitlichen Anteile in den Stundentafeln für technische und arbeitsweltliche Inhalte“ (Kaminski 1996, 11).作者: 癡呆 時間: 2025-3-22 03:11 作者: 無力更進(jìn) 時間: 2025-3-22 06:19
Manfred L. Pirnerchner 2016, 16). Kaminski stellte 1996 fest, dass ?[j]e geringer der Bildungsabschlu? im allgemeinbildenden Schulwesen ist, desto gr??er werden die zeitlichen Anteile in den Stundentafeln für technische und arbeitsweltliche Inhalte“ (Kaminski 1996, 11).作者: 搜集 時間: 2025-3-22 11:47
chner 2016, 16). Kaminski stellte 1996 fest, dass ?[j]e geringer der Bildungsabschlu? im allgemeinbildenden Schulwesen ist, desto gr??er werden die zeitlichen Anteile in den Stundentafeln für technische und arbeitsweltliche Inhalte“ (Kaminski 1996, 11).作者: Lyme-disease 時間: 2025-3-22 15:07 作者: BYRE 時間: 2025-3-22 19:18 作者: Deject 時間: 2025-3-22 21:31
Friedrich Schweitzer und Schüler zur Verfügung stellen. Mittels dieser Paneldaten wird für Jugendliche der Deutschschweiz gezeigt, dass der sozio?konomische Status des Elternhauses, das damit einhergehende Motiv des intergenerationalen Statuserhalts sowie der Lebenslaufplanungen wichtige Beitr?ge zur Erkl?rung der Segr作者: thwart 時間: 2025-3-23 03:00 作者: –FER 時間: 2025-3-23 09:17 作者: 美麗的寫 時間: 2025-3-23 11:31
Bernhard Grümme und Schüler zur Verfügung stellen. Mittels dieser Paneldaten wird für Jugendliche der Deutschschweiz gezeigt, dass der sozio?konomische Status des Elternhauses, das damit einhergehende Motiv des intergenerationalen Statuserhalts sowie der Lebenslaufplanungen wichtige Beitr?ge zur Erkl?rung der Segr作者: Corral 時間: 2025-3-23 14:30 作者: Aprope 時間: 2025-3-23 18:04
Engagement for Religious Freedom at the United Nations: The Contribution of the Bahá’ís has the possibility and the obligation to search independently for truth. In the following it is explained (1) where the Bahá’ís are located at the United Nations and what the BIC’s mandate is. Since the perspective of the Bahá’ís concerning religious freedom is embedded in a general concept, (2) t作者: Genetics 時間: 2025-3-24 00:57 作者: insidious 時間: 2025-3-24 05:41
The Development of Human Rights in Muslim Societiesim jurists’ literature and language?concerning the contradictions between Islam and human rights. This solution has some precedents in jurisprudence in other cases. However, the realization of the solution needs some prerequisite knowledge to lead the jurists as well as Muslim states to accept all d作者: pulmonary-edema 時間: 2025-3-24 08:00
The Relation Between the Human Right to Education and Human Rights Education rights of parents and the rights of children. This duly complicates human rights discourse. The paper focuses on the rights of future adults as compared to the rights of the adults of the present. A characteristic tension surfaces whenever education is implicated in the ideals and future projects o作者: integral 時間: 2025-3-24 14:35 作者: 熄滅 時間: 2025-3-24 17:14
Human Rights Education and Religious Education: A Protestant Perspectiveentral idea of “human dignity and worthiness of protection” as a general educational goal, which at the same time is associated with an openness to diverse forms of justification and thus to different educational subjects such as religious education (RE). Closer determinations and distinctions are f作者: 潛伏期 時間: 2025-3-24 22:18
2509-2960 ion and human rights into public religious education.Renowne.What is the role of religion(s) in a human rights culture and in human rights education?..How do human rights and religion relate in the context of public education?..And what can religious education at public schools contribute to human r作者: 揉雜 時間: 2025-3-25 01:34
Book 2016ublic education?..And what can religious education at public schools contribute to human rights education?..These are the core questions addressed by this book. Stimulating deliberations, illuminating analyses and promising conceptual perspectives are offered by renowned experts from ten countries a作者: ARM 時間: 2025-3-25 06:21 作者: 向外 時間: 2025-3-25 10:29
Religion in Schools from a Legal Viewpointand societies with a generally positive attitude towards the societal potential of religious life and convictions, and for weighing up conflicting interests in public space more generally. It may also be used for comparison with more laicist approaches in other European and Western countries.作者: Culmination 時間: 2025-3-25 12:54 作者: 不怕任性 時間: 2025-3-25 16:15 作者: 他姓手中拿著 時間: 2025-3-25 22:34 作者: 一個攪動不安 時間: 2025-3-26 00:51
Test Case Freedom of Religion or Beliefnd misunderstandings with reference to recent examples from the United Nations. After that, I am going to deal with the question of the challenges for education and teaching—especially in the field of religious education—that arise from this finding.作者: 下邊深陷 時間: 2025-3-26 05:31
Empirical Findings on the Attitudes of Christian and Muslim Youth Towards Human Rightsf their content-related differences. This contribution deals with the issue how Christian and Muslim youth in Germany value the different rights. In contrast to the lecture presented at the Nürnberg Forum, this text has been reduced to the empiric findings.作者: Eructation 時間: 2025-3-26 12:02
Human Rights Education and Religious Education: A Catholic Perspectiveing human rights will be outlined. Secondly, the human rights issue will be looked at exclusively and thoroughly in the context of education. Thirdly, the idea of justice as a background to human rights will be discussed. Lastly, human rights education will be substantiated with the help of the concept “l(fā)earning to be just”.作者: 細(xì)菌等 時間: 2025-3-26 16:31
Human Rights in the Context of Buddhismades. How relevant is the debate about human rights in this context? Which form can human rights education take and which approaches from Buddhist tradition are useful? I am trying to collect a number of Buddhist arguments and to put them into relation to a discourse with contemporary western philosophical debates about human rights.作者: 琺瑯 時間: 2025-3-26 17:31 作者: 斜 時間: 2025-3-26 21:17
Book 2016ublic education?..And what can religious education at public schools contribute to human rights education?..These are the core questions addressed by this book. Stimulating deliberations, illuminating analyses and promising conceptual perspectives are offered by renowned experts from ten countries and diverse academic disciplines..作者: IST 時間: 2025-3-27 02:35 作者: sed-rate 時間: 2025-3-27 08:20
Interdisciplinary Studies in Human Rightshttp://image.papertrans.cn/h/image/429470.jpg作者: 悄悄移動 時間: 2025-3-27 09:51 作者: Allege 時間: 2025-3-27 13:42 作者: CAPE 時間: 2025-3-27 18:55 作者: precede 時間: 2025-3-28 00:29
Introduction with the hard won Universal Declaration of Human Rights of 1948. In the light of the Declaration of 1948, moreover, we see the breadth and range of the tasks and challenges that now, as then, are posed by the interpretation and realization of human rights in the diverse cultures, social structures,作者: 不能逃避 時間: 2025-3-28 04:20
Human Rights, Religions, and Education. A Theoretical Frameworkr the relationship between human rights education and public religious education. It builds on the hypothesis that such clarification benefits from engagement with recent social and political theory. Drawing mainly on the positions and concepts of John Rawls and Jürgen Habermas, it advocates a plura作者: 倔強一點 時間: 2025-3-28 07:19 作者: cinder 時間: 2025-3-28 11:54
Human Rights Between Universalism and Religious Particularismo human rights, but they also establish exclusive claims that, e.g., restrict unlimited and free exercise of religion in a particularistic manner to the own religion. The present contribution traces this ambivalence back to the inner character of religion, namely to the idea of a transcendent, salvi作者: 煉油廠 時間: 2025-3-28 17:08
Test Case Freedom of Religion or Beliefctice was—and is still being—campaigned against by religious traditionalists, the right to religious freedom is met with ever growing suspicion by liberal circles, too. This is a surprising phenomenon. Indeed, freedom of religion or belief may well be the only classical-liberal human right that arou作者: 懸掛 時間: 2025-3-28 22:50 作者: 百科全書 時間: 2025-3-29 01:05 作者: judicial 時間: 2025-3-29 03:07 作者: Debrief 時間: 2025-3-29 07:15 作者: glisten 時間: 2025-3-29 14:57 作者: 裂口 時間: 2025-3-29 16:08 作者: PLE 時間: 2025-3-29 20:05
Human Rights Education from the Perspective of the Pragmatist Didactics of Politicske their own practice the subject of consideration. This self-reflection allows for a describable normative concept in which it becomes clear that democratic values and human rights are to be initially implemented as practical tasks. This does not mean forgoing the content dimension (knowledge of hu作者: 敵意 時間: 2025-3-30 00:23
The Child’s Right to Religion. Religious Education as a Human Right?1948) states (Article 26) the right of parents “to choose the kind of education that shall be given to their children”, after having stated that education “shall promote understanding, tolerance and friendship among all nations, racial or religious groups” (which again implies religious education). 作者: bonnet 時間: 2025-3-30 07:02
Empirical Findings on the Attitudes of Christian and Muslim Youth Towards Human Rightsly to all countries regardless of any particular cultural differences. Universality and equality are two decisive concepts in the Universal Declaration of Human Rights of the United Nations in 1948. Universality includes the understanding that these rights should apply irrespective of any religious 作者: AMBI 時間: 2025-3-30 09:08 作者: 解開 時間: 2025-3-30 15:51 作者: finite 時間: 2025-3-30 17:31 作者: 招惹 時間: 2025-3-30 21:11 作者: Kindle 時間: 2025-3-31 01:32 作者: seduce 時間: 2025-3-31 08:00 作者: MAIZE 時間: 2025-3-31 12:38
ss die schulische Berufsorientierung ihren Platz in der Arbeitslehre habe (vgl. Dibbern et al. 1974). Damit wurde die inhaltliche Anbindung an wirtschaftsnahe Unterrichtsf?cher bereits früh herausgestellt und insbesondere in Schulformen der Sekundarstufe I realisiert. Im Gymnasium fand die Berufs- u
