Wie erleben Grundschulkinder mit unterschiedlichen Diversitätsmerkmalen die Darstellung der Bildkarten des Foto-Interviews in der ergotherapeutischen Praxis?

Universities have the potential, and the responsibility, to take on more ecological and relational approaches to facilitating learning-based change in times of interconnected socioecological crises. Signs for a transition towards these more regenerative approaches of higher education (RHE) that include …

Welche Merkmale des zeitgenössischen und des mechanistischen Paradigmas nutzen ergotherapeutische Praxen, die im DVE gelistet sind, auf ihrer Website, um ihre Praxis im Internet darzustellen?

Ergotherapie wird von Klient*innen als effektiv in Hinblick auf ihre All-tagsaktivitäten wahrgenommen.

How to open up spaces to make education more meaningful? The concept of space can involve educational interactions, relationships, contents and other relevant aspects relating to this purpose. The book presents three perspectives to engage in opening up spaces. It empowers pupils, students, and teachers …

In times of stability, it is relatively easy – or so it seems – to educate students for a ‘known’ future. My argument in this chapter is that we live in a time of multiple transitions (Rotmans, 2015), multiple crises (Capra & Luisi, 2014; Wahl, 2016; Sayer, 1994; Harvey, 2000; Jessop, 2012) and an unknown …

The chapters in this volume contribute to the rethinking of aspects of educational practice in the fields of Bildung, mathematics and language, religion and worldview education in contemporary life, considered as a time of crisis and manifold transitions.

In this chapter Anouk Zuurmond explores the notion of Bildung. The chapter starts with a review of social literature on Bildung and an analysis of fundamental Dutch policy documents. It then describes a subsidised research project run by a consortium of two research-oriented universities, two secondary …

Chapter eight entails an interpretation and summary of the outcomes of this volume. It describes fundamental insights that the authors distilled from the preceding chapters.

Wessels asks the question what kind of educational space we should open in response to complex questions and challenges that permeate our contemporary, shared world (e.g., related to climate change and multiculturalism).