Quellen des "Querdenkertums". Eine politische Soziologie der Corona-Proteste in Baden-Württemberg

The present study was guided by two research-guiding questions: a) What are the special characteristics of the Querdenken movement in Baden-Württemberg? b) Why is the Querdenken movement so strongly rooted in Baden-Württemberg? An explorative mixed-methods approach was chosen for our research. By means of qualitative interviews with Corona critics, analyses of field experts, ethnographic observations, and a secondary analysis of our quantitative survey in Telegram groups, we drew conclusions and tentative analyses about the Querdenken movement in the political map of Baden-Württemberg.

The Socratic Guide on My Side

In this essay, the author argues that no person can just step into self-directed learning without a mentor who guides students into learning. Learning is an unending relational process, based on trust, that begins in wonder. The chapter examines arguments from Plato, Polanyi, Pieper, and others who contend that learning is other-centered rather than self-directed, and as such, learning demands the need for guides—either as individuals, books, or sets of “guiding questions” that push us to grasp a larger, systemic view of the world.

Illuminating Golden Threads

Pedagogical creativity can function as a vehicle to facilitate connection, restore humanity, and nurture critical hope in the classroom and beyond. Pedagogical creativity is essential and urgent as the confluence of the pandemic, civil unrest, and online learning have created dehumanized, unprecedented learning conditions. This chapter details an undergraduate general education course that leveraged contemporary young adult literature for cultural reformation and to promote social justice. This chapter provides examples of students enacting creativity and social imagination and concludes with a discussion of creativity in connection to this chapter's guiding questions.

A mulher derivada: estupro, Estado, estigmas e resistências vocalizadas

O presente artigo se dedica a observar o momento subsequente à ocorrência de um episódio de violência sexual praticado contra uma mulher. O estudo busca refletir sobre as categorias acionadas para narrar a pessoa que sofreu violação, bem como suas possibilidades de agência no que se refere à constituição de sua autobiografia após a efetivação do dolo. Para tanto serão apresentadas as seguintes questões norteadoras: É possível pensar a respeito desta mulher sem necessariamente evocar a violência por ela sofrida? Como reconhecer a dimensão do trauma sem reforçar a possibilidade de estigma? Como falá-la? De que maneira conseguimos ouvi-la? Observaremos, desta forma, o Estado - a partir da dimensão jurídica -, o papel das mobilizações feministas na construção dos embates sobre o tema, bem como as práticas de si experimentadas por algumas destas mulheres a partir de suas expressões comunicacionais.The woman in derivation: rape, State, stigmas and vocalized resistanceAbstractThis article is dedicated to observing the moment after the occurrence of an episode of sexual violence against a woman. The study aims to reflect upon the categories used to narrate the person who was violated, as well as their possibilities of agency with regard to the constitution of their autobiography after the act of intent. Therefore, the following guiding questions will be presented: Is it possible to think about this woman without nec-essarily evoking the violence she suffered? How to recognize the dimension of trauma without reinforcing the possibility of stigma? How to speak of it? How do we listen to it? In this way, we will observe the State - the legal dimension -, the role of feminist mobiliza-tions in the construction of conflicts on the subject, as well as the practices of themselves experienced by these women based on their communicational expressions.Keywords: Rape; victim; stigma; autobiography; woman.

“You’re My Person”

Belonging can involve social acceptance, feelings of professor pedagogical caring, and a sense of university belonging. This chapter seeks to help readers understand the complex and dynamic relationship process, drawing from a variety of contemporary sources and contextual factors. The transition to new relationships is discussed, with particular consideration of the difficulties students from underrepresented populations face. The authors provide information on how to promote relationships across the institution through an analysis of the critical roles played by parents, peers, faculty members, and others in higher education. The case study and guiding questions help readers understand how to foster a sense of belonging at multiple levels.

“^^ KWIM? BRB”

Whereas reading and writing mechanics were foci of former generations, finding ways to incorporate digital literacy and comprehension is equally important today. Exploring when and how to use abbreviated forms of communication in academic and professional settings is also a valuable skill for today’s learners. This chapter examines how emerging adults communicate differently than previous generations and the influences on their communication capabilities. The impact of the COVID-19 pandemic is discussed as well. The authors present information about adapting to student communication styles and platforms. The case study and guiding questions offer concrete guidance on how to apply the chapter content to better support student success.

Wrongful Medicalization and Epistemic Injustice in Psychiatry

In this paper, my goal is to use an epistemic injustice framework to extend an existing normative analysis of over-medicalization to psychiatry and thus draw attention to overlooked injustices. Kaczmarek (2019) has developed a promising bioethical and pragmatic approach to over-medicalization, which consists of four guiding questions covering issues related to the harms and benefits of medicalization. In a nutshell, if we answer “yes” to all proposed questions, then it is a case of over-medicalization. Building on an epistemic injustice framework, I will argue that Kaczmarek’s proposal lacks guidance concerning the procedures through which we are to answer the four questions, and I will import the conceptual resources of epistemic injustice to guide our thinking on these issues. This will lead me to defend more inclusive decision-making procedures regarding medicalization in the DSM. Kaczmarek’s account complemented with an epistemic injustice framework can help us achieve better forms of medicalization. I will then use a contested case of medicalization, the creation of Premenstrual Dysphoric Disorder (PMDD) in the DSM-5 to illustrate how the epistemic injustice framework can help to shed light on these issues and to show its relevance to distinguish good and bad forms of medicalization.

Mental Events.

Mental events, changes that take place in the consciousness of the narrated characters or the narrating entity, are an essential theme of narrative works. This book first undertakes a typologization of the procedures by means of which the content of consciousness is represented, as well as outlining the conditions of events and the criteria of eventfulness. Then, classic narrative works from various cultures and epochs – from Parzival and Tristan, through Samuel Richardson and Jane Austen, to Fëdor Dostoevskij and Anton Čexov – are examined in terms of how mental events are shaped in them. The book follows three guiding questions. What philosophy of events and consciousness is expressed in the works? How disposed are different cultures and epochs to eventfulness? To what extent do they allow for the presentation of fundamental mental changes?