4th International INASTE Congress
Perspectives in Education/Perspektiven für Bildung und Erziehung
May 18 – 20, 2022, Diplomatic Academy, Vienna
Topics of the short lectures:
Learning and Living in Cultural Plurality and Identity
Modern societies are always pluralistic. Despite this fact, nationalistic and right-wing populist political parties and religious fundamentalists propagate the idea of a cul-turally, religiously, and ethnically homogeneous society. This contributes to an at-mosphere of conflict, which they lament but also profit from. How can a humanistic approach to pedagogy encounter such developments? What contribution can schools make so that diversity and differences are not a threat but an opportunity? What space can varying cultural and religious traditions occupy within schools? How can intercultural dialogue be successfully realized in the context of subject teaching, school projects, etc.?
Development between Difference and Commonalities
People are different – in terms of their cognitive, social, and physical abilities, their achievements, predispositions, and more – but at the same time equal in terms of their individual humanness. School can be a place of achievement-oriented compe-tition, or a space offering a respectful approach to diversity. Which curricular and methodological possibilities can schools offer to contribute to an understanding of differences and of equality? Where and how can learning happen in a pluralistic so-ciety? What challenges does an inclusive society and inclusive schools pose for teachers and for pupils? Which understanding of learning and of achievement do such schools need? What do schools, teachers, and teacher education programs need in order to develop a humane and inclusive pedagogy?
Between Virtual Reality and Humanity: Schools Today
“Humans only become Human among Humans“, said Johann Gottlieb Fichte over two hundred years ago. Does this still hold true in our times of increasing digitalisa-tion and virtualisation? How do technical developments change our daily life and our understanding of people? What chances and risks do technological develop-ments offer to pedagogy? What understanding of technology do children and young people encounter in school? How do robotics, artificial intelligence, and datafication influence relationships between teachers and students? What can the various sub-jects taught in schools contribute to an understanding and sense of responsibility with respect to nature, technology, and humanity?
Development toward Responsibility for Human and Nature
Climate change, extinction, urbanization: the ecological problems of our times show us with increasing clarity that humanitarian engagement is inextricably tied to eco-logical conscience. Regardless of how humanity continues to develop technologically and socially, we will always live in and with nature. Young people today are strongly aware of this. What possibilities can schools offer them to (further) develop this con-sciousness? What can education contribute to a responsible use of natural re-sources? How can the foundations of an ecological consciousness be laid, and the development of ecological and humanitarian engagement be supported in children?