• Vorwort
• Einleitung
• Etablierung der Antrittsreden
• Voraussetzungen
• Fragestellung und Forschungsstand
• Ziele und Methoden
• Extraordinarität und akademische freiheit : die akademische Antrittsrede an der Universität Jena um 1800
• Karl Leonhard Reinhold : Über den Einfluss des Geschmackes auf die Kultur der Wissenschaften und der Sitten (1788)
• Wissenschaftspolitik und Publikumsstrategien
• Der Geschmack in Vergangenheit und Gegenwart
• Philosophie und Ästhetik des Geschmacks
• Resümee
• Friedrich von Schiller : Was heisst und zu welchem Ende studiert man Universalgeschichte? (1789)
• Die Antrittsrede als Autorinszenierung
• "Zauberkraft der schönen Diktion" : Dichterische Signaturen
• Universalgeschichte und Dramentheorie
• Resümee
• Johann Gottlieb Fichte : Über die Bestimmung des Menschen an sich (1794)
• Entstehung : Kontroverse und Publikumsstrategie
• Angleichung der Wissenschaftslehre
• Idealismus und Frühromantik
• Resümee
• Zwischenbetrachtung
• Neugründung und Bildungspolitik : die Akademische Antrittsrede in Berlin um 1800
• Kleinere Antrittsreden : Gründungstexte der Universität zu Berlin
• Alexander von Humboldt (1805)
• Wilhelm von Humboldt (1805)
• Barthold Georg Niebuhr (1810)
• Friedrich Schleiermacher (10. Mai 1810)
• Johann Gottlieb Fichte : Über die einzig mögliche Störung der akademischen Freiheit (1811)
• Resümee
• Georg Wilhelm Friedrich Hegel : Berliner Antrittsvorlesung (1818)
• Berufungspolitik und Überlieferung
• Oratio und Kompendium
• Philosophie des öffentlichen Geistes
• Resümee
• Leopold von Ranke : Über die Verwandtschaft und den Unterschied der Historie und der Politik (1836)
• Berufungspolitik im preussischen Staat
• Gelehrter Vortrag und Disputierkunst
• Poiesis des Historismus
• Resümee
• Friedrich Wilhelm Joseph Schelling : Erste Vorlesung (1841)
• Die Antrittsrede als Universitätsereignis
• Rhetorik der Selbstinszenierung
• Philosophie der öffentlichen Offenbarung
• Resümee
• Schlussbetrachtung
• Bibliographie
• Register.

ABSTRACT Nature As Discourse: A Co-Evolutionary Systems Approach to Art and Environmental Design by Susannah Hays Doctor of Philosophy in Interdisciplinary Studies University of California, Berkeley Professor Galen Cranz, Chair Transdisciplinarity, an international education movement that explores pathways to a coherent epistemology beyond all disciplines, seeks to become a sustaining vital force in human development. To do so, it needs to be complemented by a branch of epistemology called epistemics or self-knowledge. Only if co-evolutionary phylogenetic principles of human-brain and autonomic nervous system functioning are included in transdisciplinarity's model can individuals experientially evolve to the levels of reality the model entails. An actual, "true to life," transdisciplinary education teaches isomorphic qualities intrinsic to perception, pattern mapping, language, and aesthetic (non-directive) skills. Curricula utilizing these educational tools will result in indispensable, creative learning environments. A trajectory not yet explored in other literature on Transdisciplinarity is an emphasis on cross-cultural research in human- brain and autonomic nervous system dynamics. Three key understandings that guide human biological evolutionary processes toward higher levels of consciousness are Paul MacLean's triune-brain neuroethology, Stephen Porges' Polyvagal Theory of emotions, and G. I. Gurdjieff's three-centered self-study practice. Each chapter describes a non-profit organization whose goal is to raise humanity's normative level of participation in environmental sustainability. These organizations demonstrate how Transdisciplinarity can recalibrate human evolution, if the educational movement synthesizes the autonomic/cognitive forces within Homo sapiens' biological organization.

• Introduction
• Literature review and clarification of research question
• Methodology and methods of data collection
• Findings: Case record in layers
• Discussion and conclusion.

Adventure-based programs have become prevailing in the schools in Hong Kong. Due to the little empirical examination to the frequent use of experiential education, Chung Kwan Ackie Cheung uses mixed methods to establish its first phenomenal picture, addressing the scale of the use of experiential education and the impact of it on adolescents' development with regard to the globalizing phenomenon of Hong Kong. The findings show that experiential education, esp. adventure-based program, has been widely-spread and there is positive impact in the specified aspects self-concept, self-efficacy, learning climate and spiritual dimension of its adolescent learners.

"Admissions delves into the inherent contradictions and psychological implications of undocumented students trapped at the intersection of education policy and broken immigration system. The stories of four students demonstrate both the dehumanizing effects of marginalization and their determination to receive a higher education"--Container

• Facing Epistemic Uncertainty - 2[-]CONTENTS - 7[-]I INTRODUCTION: A BRIEF RECONSTRUCTION OF THE DEVELOPMENT OF PHILOSOPHY OF EDUCATION AS AN ACADEMIC DISCIPLINE - 12[-]II BEYOND FOUNDATIONS - SIGNS OF A NEW NORMATIVITY IN PHILOSOPHY OF EDUCATION - 30[-]III EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION I: FOUNDATIONALISM, FALLIBILISM, AND CONTEXTUALISM - 54[-]IV THE FRUITS OF IRONY: GAINING INSIGHT INTO HOW WE MAKE MEANING OF THE WORLD - 68[-]V EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION II: RELATIVISM, ARBITRARINESS, AND DYNAMIC-DISCURSIVE CONTEXTS - 92[-]VI NEGOTIATING THE WORLD. SOME PHILOSOPHICALCONSIDERATIONS ON DEALING WITH DIFFERENTIAL ACADEMIC LANGUAGE PROFICIENCY IN SCHOOLS - 102[-]VII EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION III: DISCURSIVE EPISTEMOLOGY AND THE GROWTH OF KNOWLEDGE - 120[-]VIII THE PRIMACY OF COMMITMENT IN PHILOSOPHY OF EDUCATION - 128[-]IX SUMMARIZING AND CONCLUDING REMARKS: COMMITMENT AND ACADEMIC RIGOR IN PHILOSOPHY OF EDUCATION - 154[-]NEDERLANDSE SAMENVATTING (DUTCH SUMMARY)OMGAAN MET EPISTEMISCHE ONZEKERHEID: KENMERKEN, MOGELIJKHEDEN EN BEPERKINGEN VAN EEN DISCURSIEF-CONTEXTUALISTISCHE BENADERING VAN DE OPVOEDINGSFILOSOFIE - 170[-]DANKWOORD (ACKNOWLEDGEMENTS IN DUTCH) - 182.
• (source: Nielsen Book Data)

Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions - such as science - have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent 'uncertain'. The questions addressed are how this 'epistemic uncertainty'may be intelligibly understood, and what consequences can be drawn from such an understanding for the tasks and possibilities of philosophy of education as an academic discipline. In response to antifoundationalist as well as fallibilist authors, the author develops a discursive contextualist approach to epistemology that gives way to a philosophy of education that has both critical-reflective and theoretical-constructive potential, as is illustrated in relation to the educational issue of dealing with 'students at risk'.
(source: Nielsen Book Data)

• Title Page; Contents; Preface; Acknowledgements; 1 LOADING; Rise of a Potential Powerful Tool; The Case of Levee Patroller; Toward a Thicker Description; What to Expect; 2 Sought: A Professional Hans Brinker; World of Reality: Levee Inspection; World of Meaning: Sensemaking; World of Play: 3D Simulation Game; Lessons Learned; 3 Toward an Innovative Training/Evaluation; Evaluating a Futuristic Scenario; Formulating Working Hypotheses; Setting Up a Futuristic Scenario; Lessons Learned; 4 Playing a Futuristic Scenario; The Participating Organizations; Setting the Facts Straight

• Errors and ImprovementsLessons Learned; 5 Solving a Crime Is Easier; Playing the Game at Home; Rating the Exercise Every Time; Retrieving the Prevalent Gameplay Responses; Lessons Learned; 6 Opening the Black-Box; Performing in the Game; Dealing with the Virtual Failures; Retrieving the Prevalent Gameplay Patterns; Lessons Learned; 7 Knowing the Pen-and-Paper Generation; Retrieving the Questionnaire Responses; Reducing the Data; Investigating the Relationships; Lessons Learned; 8 Picture This!; Organizing the Sensemaking Test; Picturing the Learning Objectives; Picturing the Overall Results

• Lessons Learned9 It Has an Exit Button, Right?; Setting Up a Discussion; The Impact of Levee Patroller; Suggestions for Improvement; Lessons Learned; 10 Picture That!; Playing with Digital Literates; Sensemaking by Super Experts; Interviewing the Levee Patrollers; Exercising on a Real Levee; Lessons Learned; 11 Integrating the Puzzle Pieces; Accepting the Hypotheses (or Not); Providing Additional Perspectives; Reflecting on the Puzzle; Lessons Learned; 12 The Future of Game-Based Training; Toward Sensegaming; Advice for Future Training/Evaluations

• Recommendations for Future Research and PracticeThe Future of Levee Patroller; References; Summary; Samenvatting; Curriculum Vitae