The study deals with the transmission of family memory in three three-generation families of Germans forcibly displaced from Czechoslovakia, in which the oldest generation, the so-called generation of experience, actually experienced the migration movement after the end of World War II. In the study, the family is seen as a specific social framework in which the past is retrieved. Generations are characterized in a biological sequence, with only the oldest “generation of experience” defined by Karl Mannheim. The research of generational family memory focuses on the actor’s reception through an analysis and interpretation of narrative and oral-history interviews with representatives of generations while exploring the way family memory is mediated. Specifically, the authors inquire into the role the memory media play in their materialised form, i.e. artefacts that act as an impulse and source of remembrance narrative, in the process of generational transmission of memories in families. The focus here is on remembrance narratives related to the forced displacement, which thematise material artefacts, with the focus being not only on what artefacts there are in connection with the recollection of this historical process and what stories are related to them, but also the effort to uncover the meaning and the function of these artefacts during family remembrance.
Vom Eingeholtwerden durch die politische Realität oder Nanterre au joli mois de mai
demnach höchste Aufmerksamkeit. Reflexion mit politischem Handeln zu verbinden, ist auch einer bestimmten ‚deutschen‘ Tradition der Kulturwissenschaften nicht fremd.
Darüber hinaus brauchen Transgression und Übersetzung zwischen Lebenswelten und Wissensordnungen, zwischen Textlektüren und gesellschaftlichen Handlungspraktiken aber auch Mediator_innen. Wir erleben dies im Moment auf unserem Campus, und zugleich war diese Perspektive, ‚Mittlerpersonen‘ ausbilden zu können, eine Motivation für den Aufbau dieses Studiengangs.
1 Zwei jahre voller erfahrungen und neuer
Although only seven percent of wars in human history were caused by explicit religious motives – as it is suggested by one estimate – religious beliefs affect human attitude to the world. Especially in the context of the rash of contemporary conflicts and terror attacks which have a stated connection to religious motives, it is important to try to understand the possible religious motivations of such antisocial and dangerous behaviors. There are several different research perspectives on this topic, but none of them by itself offers a sufficient explanation. The purpose of this essay is to show that religious components themselves can be interpreted as morally neutral, and that their supposed impact on behavioral patterns can, in fact, be attributed to non-religious factors. Religion is discussed as cultural phenomenon partially interacting with cognitive and adaptive patterns.
Interactions of philosophical and journalistic spheres, mediatization of philosophy are main problems of this article. Author considers public philosophy of contemporary Ukrainian philosopher Serhiy Krymsky and determines a role of philosophical journalism in modern media discourse.
The change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web.
Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices.
The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.
The article examines the communication nature of ideology, its capacity to serve as a mediator between ideological principles (theory) and political practice. Apart from that, the author shows that the basic paradigms of communication research are ideologically marked and the dominant paradigm is based on the values of liberal democracy, while representatives of the alternative research paradigm mainly attempt at exposing the inadequacy of liberal pluralist ideology.
The university has been called to run a Third mission of a socio-entrepreneurial nature that deals with the interaction in communities favouring the use of knowledge to contribute to social, cultural and economic development in society. This study case can fit in the main objectives of the mission in which public and local assets, such as museums, become accessible to everyone. The ModE project - the Musueum Laboratory of Education of Bologna University - has been included in this context with reference to the widespread diffusion of the teaching of cultural heritage.
Summing up, the aim of the project “I giovani per la cultura” is to prepare and strengthen the professional profiles of cultural heritage, in particular by museum educators, cultural mediators and teachers, who, according to a training plan “domino effect”, become educators themselves and, along with young people, achieve high-quality experiences with our wealth of museums.
Fedela Feldia Loperfido, Anna Dipace and Alessia Scarinci
What emotions can students experience in digitally mediated learning processes? In this paper, we connect Learning Analytics to the Grounded Theory in order to analyse the emotional world of students of 11 courses within the EduOpen (www.eduopen.org) massive open online course (MOOC) platform. Namely, we have used NVivo 11 Plus software and have adopted a bottom–up process to analyse the forum dedicated to students’ self-presentation from all the courses. Proceeding with the analysis, we defined a set of categories composed of a three-level system. At a more general level, we have two dimensions that we named, respectively, ‘Sentiments about shell’ and ‘Sentiments towards the pulp’. Each of these dimensions is composed of a number of ‘child’ categories and subcategories (which are the nodes in NVivo’s language). After defining the entire set of categories and categorising all the texts (which was a circular process), we run some graphs on NVivo showing the hierarchical structure of the dimensions, the relations between the dimensions and the sources and the clusters of dimensions by coding similarity. The results show how some courses are composed of more negative or more positive sentiments (towards the topic and/or the logistic arrangement of the course) and how the motivation dimension characterises the broad emotional dimension of students heavily. In an evidence-based action-research perspective, these results provide interesting suggestions to personalise the learning activities proposed to students by EduOpen.
ALY, A. (2010), A Study of Audience Responses to the Media Discourse about the “Other”: The Fear of Terrorism between Australian Muslims and the Broader Community. Lewiston: Edwin Mellen Press.
Amos, K. (2015), Mediatizing security operations : An ethical and professional assessment of Media coverage of insecurity in Kenya, 7(February), 27–40.
ASOGWA, C. E., IYERE, J. I., & ATTAH, C. O. (2012), The Mass Media Reportage of Crimes and Terrorists Activities: The Nigerian Experience. Asian Culture and History, 4(2), 175–181.
giocattoli robotici nella riabilitazione cognitiva. Proceedings of the National Congress of the Italian Psychology Association (AIP). Bari, Italy.
Dautenhahn, K., Werry, I., Ogden, B. & Harwin, W. (2001). Can Social Interaction Skills Be Taught by a Social Agent? The Role of a Robotic Mediator. Autism Therapy, Proceedings CT, The Fourth International Conference on Cognitive Technology: Instruments of Mind (CT2001). University of Warwick, United Kingdom, Springer Verlag.
Dautenhahn, K. & Robins, B. (2007). Learning and Interaction in Children with Autism