Filtering by
Tut is a former Lost Boy of Sudan who reported facing hunger, loss, and fear of uncertain death. Both of Tut's parents were killed by the Muslim government while he was out in a field tending to the cows.
“Lost Boys Found” is an ongoing, interdisciplinary project that is collecting, recording and archiving the oral histories of the Lost Boys/Girls of Sudan. The collection is a work-in-progress, seeking to record the oral history of as many Lost Boys/Girls as are willing, and will be used in a future book.
German history during the 20th century was extremely complex—containing numerous events that can be labelled horrific and traumatic. The horrors and traumas of WWII forced Germans to actively address their country’s National Socialist pasts by taking responsibility for their roles, creating a national memory about the Nazi atrocities and implementing the reparations program, the Wiedergutmachungsabkommen, with the newly formed nation of Israel. The social theorist Theodor Adorno wrote in his 1959 essay “Was bedeutet: Aufarbeitung der Vergangenheit?” about three subtly nuanced terms: Aufarbeitung der Vergangenheit, Verarbeitung der Vergangenheit and Vergangensheitbewältigung, in which he addresses the various ways that Germany was dealing with traumatic events from this National Socialist past. Adorno specifically demanded a constant renegotiation of the past or Verarbeitung der Vergangenheit because it is the only way forward, through which people remember the horrors and atrocities of the past and work towards not allowing those events to occur again.
This thesis applies the theoretical framework set forth by Adorno to explore efforts to engage the DDR and Stasi past after the Fall of the Wall and reunification. Specifically, it examines the concept of Verarbeitung der Vergangenheit and demonstrates how Thomas Brussig’s satirical novel Helden wie wir, and two documentary films Aus Liebe zum Volk and Das Wunder von Leipzig are examples of working upon this DDR and Stasi past. More specifically, the utilization of humor in the novel and the paralanguage modifications in the films provide insight to the feelings and emotions that individuals had about their pasts in the DDR. It is through this expression of emotion and feelings while writing and speaking about the past, which serves as the immediate moment when individuals actively working upon their pasts.
Heinrich Hoffmann`s renowned Struwwelpeter and the famous Grimm brothers' fairy tales have been the subject of exhaustive pedagogical and psychological scrutiny. By means of shocking and fascinating literary elements Struwwelpeter's revolutionary didactic horror-comedy as well as the instructive horror-fantasy inherent in fairy tales are able to cast an enchanting, enlightening spell on their audience. However, both Hoffmann's and the Grimm's adventurous stories have suffered harsh criticism particularly owing to their often gruesome, macabre and unrealistic subject matter. Notwithstanding the barrage of denunciating objections, the remarkable longevity of Fidgety Philip, Little Red Riding Hood and Co appears to know no bounds, as their ingenious formula for success comprising captivatingly shocking, spine-tingling elements of both entertaining and educational value continues to inspire contemporary adaptations. Several German dialects have also discovered and devoted themselves to the magical world of Hoffmann's chaotic rascals and the Grimm's fascinating fairy tale characters in furtherance of enlivening them with the identity, culture and local flavor of their respective region.
The current study aims to demonstrate the extent to which dialectal adaptations of the aforesaid tales succeed in not only revitalizing the original narratives including their pedagogical and psychodynamic quintessence but also in capturing the readers' hearts by virtue of their intimate parlance/phraseology. This particular philological approach illustrates the symbiotic interaction between regional German dialects and well-known (children's) Horror-stories.
ABSTRACT (German)
Bisher waren sowohl der renommierte Struwwelpeter Heinrich Hoffmanns als auch die berühmten Märchen der Brüder Grimm Objekte erschöpfender pädagogischer und psychologischer Betrachtungen. Die revolutionäre didaktische Gruselkomik der struwwelpetrigen Abenteuer sowie die lehrhafte Gruselphantastik der Märchen vermögen vermittels ihrer schockierenden und zugleich faszinierenden Elemente Menschen jeden Alters in ihren verzaubernden, lebenserhellenden Bann zu ziehen. Allerdings mussten die hoffmannschen und grimmschen Geschichten insbesondere auf Grund grausamer, wirklichkeitsfremder Inhalte auch als Zielscheibe heftigster Kritik fungieren. Nichtsdestotrotz scheint der steilen Karriere von Zappelphilipp, Rotkäppchen und Co keine Grenzen gesetzt, denn ihre raffinierte Erfolgsformel bestehend aus unterhaltsam-belehrenden Schock- und Zaubermotiven inspiriert stets neue Adaptionen. So haben auch die deutschsprachigen Mundarten längst das skurille sowie zauberhafte Reich der chaotischen Lausbuben und Märchencharaktere für sich entdeckt, um diese mit der jeweils eigenen regionalkolorierten Identität und Kultur zu beseelen.
Im Rahmen dieser Arbeit gilt es nun zu demonstrieren, inwiefern es den dialektalen Petriaden und Märchenversionen gelingt, nicht nur die Erzählungen samt ihrer pädagogisch sowie psychodynamisch wertvollen Kerngehalte zu neuem Leben zu erwecken, sondern sich darüber hinaus in anheimelnder Weise die Herzen der Leserschaft zu erobern. Diese einzigartige philologische Perspektive beleuchtet die Erfolg versprechende Wechselwirkung zwischen den ortsspezifischen Sprachgeflechten und den (Kinder)-Gruselklassikern.
Many countries are in the process of modernizing, which means, among other things, that their population growth is slowing while education, health care, transportation, and communication are improving. The results of modernization are political, economic, social, and technological. Results of modernization and implications for music, education, and music education include:
1. Increasing political egalitarianism implies less censorship of music, education, and music
education.
2. Increasing wealth should lead to more access to music instruction and technology.
3. More formal education will provide more opportunities for music education for children and
university students.
4. Smaller families could lead to more reliance on institutions for music instruction.
5. Increasing social problems, including weaker community ties, may lead to more reliance on
institutions for music instruction and less interest in folk music.
6. Greater separation of church and state will result in less teaching of religious music.
7. Technological innovations will lead to more and different electronic teaching of music.
8. More multitasking will require the teaching of music technology.
9. Increasing multiculturalism will require ongoing examinations of which music to teach.
10. Advancing popular culture will result in more popular music being taught.
More egalitarian societies may also require more practice-oriented and less intellectual approaches to music. Professional practice in modernizing countries will tend more toward inclusion and less toward exclusion.
تخضع العديد من البلدان لعملية تحديث، وهذا يعني من زوايا أخرى، أن النمو السكاني ضعيف في حين أن التعليم والرعاية الصحية والنق والاتصالات في تقدم. نتائج التطوير منها سياسية،اقتصادية، اجتماعية، وتكنولوجية. تشمل نتائج التطوير والآثار المترتبة على الموسيقى، والتعليم، والتربية الموسيقية: (1) زيادة المساواة السياسية تؤدي إلى تخفيف الرقابة على الموسيقى، والتعليم، والتربية الموسيقية، (2) ارتفاع مستوى المعيشة يؤدي إلى خلق فرص الحصول على تعلم الموسيقى والتكنولوجيا (3) التعليم الرسمي سيوفر المزيد من الفرص لتدريس الموسيقى للأطفال وطلاب الجامعات، (4) إمكانية الاعتماد على معاهد تعليم الموسيقى من قبل الأسر الصغيرة (5) زيادة المشاكل الاجتماعية، بما في ذلك المجمعات الضعيفة، قد يؤدي إلى مزيد من الاعتماد على معاهد تعليم الموسيقى وقلة الاهتمام في تعلم الموسيقى الشعبية. (6) الفصل بين الكنيسة والدولة يؤدي إلى قلة تدريس الموسيقى الدينية. (7) الابتكارات التكنولوجية ستؤدي إلى زيادة تعلم الموسيقى الالكترونية. 8) تعدد المهام تتطلب المزيد من تدريس الموسيقى التكنولوجية. (9) زيادة التعددية الثقافية يتطلب الامتحانات الجارية منها لتعليم الموسيقى، و(10) تقدم الثقافة الشعبية سيؤدي إلى زيادة الطلب على دراستها. أكثر المجتمعات التي يوجد فيها مساواة تتطلب إلى مزيد من التدريب العملي للموسيقى على حساب النهج الفكري. الممارسة المهنية في البلدان المتطورة تميل أكثر نحو الشمولية وتستبعد الإقصاء.
Cities with a car-oriented mobility system are significant consumers of energy and require drastic transformations in their structure and function to minimize their harmful impacts on environment and people and to achieve sustainability goals. To promote such sustainable transformations, municipal administrators need to act as change-agents. Because municipal governments are often not agile organizations, they tend toward incrementalism even in the pursuit of transformational goals. Therefore, there is a need in municipal governments to build individual transformative capacity so that municipal administrators can design, test, and implement plans, projects, and policies that are capable of transforming cities toward sustainability. This research presents a game-based workshop, “Stadt-liche Ziele” (AudaCity), that uses a backcasting approach to make municipal administrators build a sustainability strategy. I conducted a pilot study to test the effects of the game on municipal administrators’ confidence in their own ability and power to implement sustainability actions, a key determinant of transformative capacity. Five municipal administrators from Lüneburg, Germany, working on mobility issues, participated in a three-hour-workshop playing the game. Interviews and questionnaires were used before and after the workshop and participants’ contributions during the event were recorded to explore collective changes in confidence. Results indicate that the game increased participant confidence by rewarding collective success, breaking down an ambitious goal into achievable tasks, and acknowledging how administrators’ current actions already contribute to the goal.