Der vorliegende Band reflektiert das Thema "Bildung und Wissensgesellschaft," das durch die PISA-Studie, die Diskussion uber die Zukunft unseres rohstoffarmen Landes und die nicht zuletzt kulturell konfigurierten weltpolitischen Spannungen Aktualitat und Bedeutung erlangte, auf eine umfassende und interdisziplinare Weise.

Leitfragen sind dabei: Was heisst "Bildung"? Wodurch wurde unser Begriff von Bildung gepragt? Was sind die unentbehrlichen Komponenten unserer Vorstellung von Bildung? Welche Modifikationen des uberkommenen Bildungsbegriffs sind notig? Welche praktischen Massnahmen zur Sicherung wie zur Modifikation unserer Bildung sind angezeigt?

Was bedeutet demgegenuber der in jungster Zeit zu beobachtende Aufstieg des Begriffs "Wissensgesellschaft"? Sind wir tatsachlich in eine neue, wissensdominierte Epoche gesellschaftlicher Selbstorganisation eingetreten? Reproduzieren sich Gesellschaft und Wirtschaft heute anders als fruher? Welche speziellen Arten von Wissen und Wissensvermittlung werden dafur gebraucht? Wie verhalt sich dieses "Wissen" zur "Bildung"? "

Im Lebensalltag entwerfen Manner ihre Rollen im Spannungsfeld von gesellschaftlichen Anspruchen und realen Moeglichkeiten ihrer Lebenswelt. Tradierte oder medial vermittelte "gemachte" Mannerbilder liefern dafur Bausteine und Konstruktionsmodelle. Doch was aussieht wie ein schlussiger Bauplan, erweist sich oft auch fur den erfahrenen Heimwerker als unsicher, widerspruchlich oder gar unvereinbar. Bildung und Beratung stellen sich der Aufgabe, wie man gut fundierte Bewaltigungsstrategien und tragfahige Loesungen erarbeiten kann. Konkrete Herausforderungen und Problemstellungen des Alltages und seiner gesellschaftlichen Bedingungen sind Gegenstand der "Baustelle Mann".

Exploring the experiences of children encountering war and armed conflict, this book draws upon history, ethnography, sociology, literature, media studies, psychology, public policy, and other disciplines to address children as soldiers, refugees, and peace-builders within their social, cultural, and political contexts.

This book innovatively re-envisions the possibilities of sexuality education. Utilising student critiques of programmes it reconfigures key debates in sexuality education including: Should pleasure be part of the curriculum? Who makes the best educators? Do students prefer single or mixed gender classes?

Most Americans take it for granted that a thirteen-year-old in the fifth grade is "behind schedule," that "teenagers who marry "too early" are in for trouble, and that a seventy-five-year-old will be pleased at being told, "You look young for your age." Did an awareness of age always dominate American life? Howard Chudacoff reveals that our intense age consciousness has developed only gradually since the late nineteenth century. In so doing, he explores a wide range of topics, including demographic change, the development of pediatrics and psychological testing, and popular music from the early 1800s until now. "Throughout our lifetimes American society has been age-conscious. But this has not always been the case. Until the mid-nineteenth century, Americans showed little concern with age. The one-room schoolhouse was filled with students of varied ages, and children worked alongside adults.... This is] a lively picture of the development of age consciousness in urban middle-class culture." --Robert H. Binstock, The New York Times Book Review "A fresh perspective on a century of social and cultural development."--Michael R. Dahlin, American Historical Review

This volume brings together current research on young people, (non)religion, and diversity, documenting the forms young people's stances may take and the social or spatial contexts in which these may be formed. The social contexts studied include the family, school, and faith communities. The spatial contexts include (sub)urban and rural geographies and places of worship and pilgrimage.Youth and (non)religion are an area of academic interest that has been gaining increasing attention, especially as it pertains to youthful expressions of (non)religion and identities. As research on religion and young people spans and expands across academic disciplines and across geographic areas, comparative approaches and perspectives, such as presented in this volume, offer important spaces for reflecting about the experience of religiosity among young people and the ways they are learning about, and developing, (non)religious identities. Building bridges geographically and methodologically, this volume provides an international perspective on religion and nonreligion among young people, offering a diversity of religious and nonreligious perspectives.

Why have some great modern artists--including Picasso--produced their most important work early in their careers while others--like Cezanne--have done theirs late in life? In a work that brings new insights, and new dimensions, to the history of modern art, David Galenson examines the careers of more than 100 modern painters to disclose a fascinating relationship between age and artistic creativity.

Galenson's analysis of the careers of figures such as Monet, Seurat, Matisse, Pollock, and Jasper Johns reveals two very different methods by which artists have made innovations, each associated with a very different pattern of discovery over the life cycle. Experimental innovators, like Cezanne, work by trial and error, and arrive at their most important contributions gradually. In contrast, Picasso and other conceptual innovators make sudden breakthroughs by formulating new ideas. Consequently, experimental innovators usually make their discoveries late in their lives, whereas conceptual innovators typically peak at an early age.

A novel contribution to the history of modern art, both in method and in substance, "Painting outside the Lines" offers an enlightening glimpse into the relationship between the working methods and the life cycles of modern artists. The book's explicit use of simple but powerful quantitative techniques allows for systematic generalization about large numbers of artists--and illuminates significant but little understood features of the history of modern art. Pointing to a new and richer understanding of that history, from Impressionism to Abstract Expressionism and beyond, Galenson's work also has broad implications for future attempts to understand the nature of human creativity in general.

This book introduces the Relational Learning Framework (RLF), an assessment tool which helps foster care practitioners, social workers and foster carers to examine what foster children have learned in their early life about relationships and particularly through maltreatment. Grounded in attachment theory and drawing on cognitive theory this book will help practitioners to understand and respond to the challenging behaviour presented by these children and remove barriers to an empathic response. Early chapters provide context in a theoretical discourse on the causes and consequences of psychological and attachment difficulties for children in care, including a discussion of maltreatment and foster care. The theoretical basis of the technique will be outlined and subsequent chapters will explain how to undertake RLF including the wide-ranging practice evidence, a worked example, common themes and trouble shooting. This will be an invaluable source for clinical practitioners, social workers, foster care practitioners and foster parents who want to make sense of the complex information about children in foster care to improve their relationships. It will also provide insight into foster children's mental health and behaviour for academics and postgraduate students in related disciplines.

This book draws on a longitudinal study which highlights the beneficial impact of film in the primary curriculum. It provides detailed accounts of both the reading process as understood within the field of literacy education, and of film theory as it relates to issues such as narration, genre and audience. The book focuses on a small cohort of children to explore how progression in reading film develops throughout a child's time in Key Stage 2; it also examines how the skills and understanding required to read film can support the reading of print, and vice versa, in an 'asset model' approach. Since children's progression in reading film is found to be not necessarily age-related, but rather built on a period of experience and opportunity to read and/or create moving image media, Bulman clearly illustrates the importance of the inclusion of film in the primary curriculum. The book provides an accessible study to a large audience of primary teachers and practitioners, and will be a valuable resource for students and researchers in the fields of education, English and media studies.

This book challenges adult assumptions that young-people do not, cannot and should not think about death. The author uses everyday material objects in order to facilitate a range of conversations, revealing lively engagement with the topic. Cultural resources, such as literature and film, provide a rich variety of perspectives on and responses to death, whilst equally providing an opportunity to challenge many of these representations as unreal and unauthentic. The book contains personal narratives of loss and memories of loved ones, presenting a variety of encounters with significant deaths, the stories being told in an array of vibrant, amusing and emotive ways. Similarly, death is explored from a variety of religious and scientific frameworks, highlighting rich and changing perspectives. Such shifting and exciting vistas are a largely undiscovered part of young-people's lives and situate them in a landscape not often associated with childhood. Young-People's Perspectives on End-of-Life will be of interest to students and scholars across a range of disciplines, including Childhood and Youth Studies, Death Studies, Qualitative Research Methodologies, Sociology, Anthropology and Education.

In Everyday Desistance, Laura Abrams and Diane J. Terry examine the lives of young people who spent considerable time in and out of correctional institutions as adolescents. These formerly incarcerated youth often struggle with the onset of adult responsibilities at a much earlier age than their more privileged counterparts. In the context of urban Los Angeles, with a large-scale gang culture and diminished employment prospects, further involvement in crime appears almost inevitable. Yet, as Abrams and Terry point out, these formerly imprisoned youth are often quite resilient and can be successful at creating lives for themselves after months or even years of living in institutions run by the juvenile justice system. This book narrates the day-to-day experiences of these young men and women, focusing on their attempts to surmount the challenges of adulthood, resisting a return to criminal activity, and formulating long-term goals for a secure adult future.

The meaning of citizenship and the way that it is expressed by an individual varies with age, develops over time, and is often learned by interacting with members of other generations. In Generations: Rethinking Age and Citizenship, editor Richard Marback presents contributions that explore this temporal dimension of membership in political communities through a variety of rich disciplinary perspectives. While the role of human time and temporality receive less attention in the interdisciplinary study of citizenship than do spatial dynamics of location and movement, Generations demonstrates that these factors are central to a full understanding of citizenship issues. Essays in Generations are organized into four sections: Age, Cohort, and Generation; Young Age, Globalization, Migration; Generational Disparities and the Clash of Cultures; and Later Life, Civic Engagement, Disenfranchisement. Contributors visit a range of geographic locations-including the U.S., U.K., Europe, and Africa-and consider the experiences of citizens who are native born, immigrant, and repatriated, in time periods that range from the nineteenth century to the present. Taken together, the diverse contributions in this volume illustrate the ways in which personal experiences of community membership change as we age, and also explore how experiences of civic engagement can and do change from one generation to the next. Teachers and students of citizenship studies, cultural studies, gerontology, sociology, and political science will enjoy this thought-provoking look at age, aging, and generational differences in relation to the concept and experience of citizenship.

Human development research commonly addresses the "what", "when", "how", "why", "who", and "where" of human development. For example, with reference to the development of resilience in adolescence, researchers often ask what are the components of resilience ("what"), their development at different time points ("when"), and the related trajectories ("how"). Researchers also attempt to understand factors influencing resilience ("why") in different adolescents ("who") in different cultures ("where"). In many adolescent research studies, researchers are interested in asking questions about "relationships" among developmental events and concepts, such as the relationship between the family environment and resilience. Besides, research questions regarding "differences" are raised by researchers, such as differences between early adolescents and late adolescents on resilience, and differences in resilience in Chinese and African adolescents. Against this background we present in this book several chapters on the statistical analyses in human development research using real-life datasets based on the positive youth development project (P.A.T.H.S.) in Hong Kong in a pioneer attempt using different Chinese contexts with the wish that we can facilitate Chinese researchers to understand human development research and understand more about statistical analyses.

Classrooms and Clinics is the first book-length assessment of the development of public school health policies from the late nineteenth century through the early years of the Great Depression. Richard A. Meckel examines the efforts of early twentieth-century child health care advocates and reformers to utilize urban schools to deliver health care services to socioeconomically disadvantaged and medically underserved children in the primary grades. Their goal, Meckel shows, was to improve the children's health and thereby improve their academic performance. Meckel situates these efforts within a larger late nineteenth- and early twentieth-century public discourse relating schools and schooling, especially in cities and towns, to child health. He describes and explains how that discourse and the school hygiene movement it inspired served as critical sites for the constructive negotiation of the nature and extent of the public school's-and by extension the state's-responsibility for protecting and promoting the physical and mental health of the children for whom it was providing a compulsory education. Tracing the evolution of that negotiation through four overlapping stages, Meckel shows how, why, and by whom the health of schoolchildren was discursively constructed as a sociomedical problem and charts and explains the changes that construction underwent over time. He also connects the changes in problem construction to the design and implementation of various interventions and services and evaluates how that design and implementation were affected by the response of the civic, parental, professional, educational, public health, and social welfare groups that considered themselves stakeholders and took part in the discourse. And, most significantly, he examines the responses called forth by the question at the heart of the negotiations: what services are necessitated by the state's and school's taking responsibility for protecting and promoting the health and physical and mental development of schoolchildren. He concludes that the negotiations resulted both in the partial medicalization of American primary education and in the articulation and adoption of a school health policy that accepted the school's responsibility for protecting and promoting the health of its students while largely limiting the services called for to the preventive and educational.

"Sudden Loss of Dignity" represents where Gary Soto is in his life. He finds himself positioned in life as the older gent, or old guy. His poetry mirrors his personality, snarky and full of mockery. Soto writes about mainly aging and the loss of one's dignity as the years pass. It's very funny, poignant, sad, and especially true.

The baby boom of 1945-65 produced the biggest, richest generation that Britain has ever known. Today, at the peak of their power and wealth, baby boomers now run our country; by virtue of their sheer demographic power, they have fashioned the world around them in a way that meets all of their housing, healthcare and financial needs. In this original and provocative book, David Willetts shows how the baby boomer generation has attained this position at the expense of their children. Social, cultural and economic provision has been made for the reigning section of society, whilst the needs of the next generation have taken a back seat. Willetts argues that if our political, economic and cultural leaders do not begin to discharge their obligations to the future, the young people of today will be taxed more, work longer hours for less money, have lower social mobility and live in a degraded environment in order to pay for their parents' quality of life. Baby boomers, worried about the kind of world they are passing on to their children, are beginning to take note. However, whilst the imbalance in the quality of life between the generations is becoming more obvious, what is less certain is whether the older generation will be willing to make the sacrifices necessary for a more equal distribution. The Pinch is a landmark account of intergenerational relations in Britain. It is essential reading for parents and policymakers alike.

The past two decades of politics in Washington have seen increased partisanship, prolonged stalemates, and numerous scandals. For today's teenagers and young adults, years of ineffective and inefficient political leadership have completely eroded any sense that politicians or government have the ability to do good or effect positive change. Worse, the mean-spirited, dysfunctional political system that has come to characterize American politics has turned young people off to the idea of running for office. With more than 500,000 elected positions in the United States, what will happen when this generation is expected to take the reins of political power? Through an original, national survey of more than 4,000 high school and college students, as well as more than 100 in-depth interviews, Jennifer L. Lawless and Richard L. Fox find that young Americans feel completely alienated from contemporary politics and express little ambition or aspiration to run for office in the future. The overwhelming majority see nothing particularly noble about those currently in office, viewing most as dishonest, self-interested, and disinterested in helping their constituents. These young people want to improve their communities and enact change in the world; but they don't think politics is the way to achieve these goals. In fact, they look disdainfully upon the prospects of growing up to be a mayor, governor, senator, or even president of the United States. Running from Office explores young people's opinions about contemporary politics and their political ambition (or lack of it). The book paints a political profile of the next generation that should sound alarm bells about the long-term, deeply embedded damage contemporary politics has wrought on U.S. democracy and its youngest citizens. As disheartening as their conclusions sound, Lawless and Fox end with practical suggestions for how new technologies, national service programs, and well-strategized public service campaigns could generate political ambition in young people. Today's high school and college students care deeply about improving the future, and it's not too late to ensure that they view running for office as an effective way to do so.

"This volume illuminates how families and the communities in which they are enmeshed negotiate everyday lives with the social, cultural, economic, and political resources available to them. It provides an excellent example of how anthropology matters to our understanding of the contemporary world and its global restructuring." Karen Tranberg Hansen, Northwestern University

Globalization is not only a large-scale phenomenon: it is also inextricably bound up with intimate aspects of personhood, care, and the daily decisions through which we make our lives. Looking at sub-Saharan Africa, Madagascar, Mexico, the U.S., Europe, India, and China, Generations and Globalization investigates the impact of globalization in the context of families, age groups, and intergenerational relations. The contributors offer an innovative approach that focuses on the changing dynamics between generations, rather than treating changes in childhood, youth, or old age as discrete categories. They argue that new economies and global flows do not just transform contemporary family life, but are in important ways shaped and constituted by it.

Contributors are Jennifer Cole, Deborah Durham, Jessica Greenberg, Sarah Lamb, Julie Livingston, Roger Magazine, Andrea Muehlebach, Martha Areli Ramirez Sanchez, and T. E. Woronov."

"A grim... expose by hazing expert Nuwer of the continuing yet largely unacknowledged crisis of death and injury among fraternity and sorority pledges.... F]or its sustained examination of these rarely questioned traditions, Nuwer s work is invaluable." Kirkus Reviews

What forces young men and women to accept inhuman and degrading rituals in order to belong to a social club, sorority, or fraternity? Why do college administrators and Greek fraternities and sororities continue to allow practices that risk death or permanent psychological damage? Hank Nuwer confronts these questions in this hard-hitting, heartfelt look at the dark side of college fraternal life, newly updated for this paperback edition. Nuwer takes a broad look at the problem, examining its fundamental legal and historical roots and describing many instances of abuse and criminal behavior. A moving chronology lists the names of students who have died as a result of hazing activities in the U.S. from 1838 to 2001. The book concludes with Nuwer s recommendations for reform."

The young black activists whose rejection of their parents' complacency led to the 1976 Soweto uprising and the eventual demise of apartheid are part of a long tradition of generational conflict in South Africa. In Blood from Your Children, Benedict Carton traces this intense challenge to an extraordinary and pivotal episode almost a century earlier that bitterly divided families along generational lines.

Facing a series of ecological disasters that crippled agriculture in the 1890s, African youths in colonial Natal and Zululand perceived their fathers' struggle to meet increased colonial demands as an act of betrayal. Young people engaged more frequently in premarital sex, while young men sparked widespread gang fights, and young women rejected traditional filial and marital obligations. In 1906, after the imposition of an onerous head tax on young men, this domestic turmoil exploded into an armed uprising known as Bhambatha's Rebellion. The young men sought revenge by attacking both the African patriarchs whose apparent accomodation they considered traitorous and the colonial troops dispatched to quell the violence. After the Natal forces crushed the insurrection, some captured rebels faced trial for treason under martial law. Often, their fathers testified against them.

While the military intervention eventually caused many more African youths to seek work in the mines, thus defusing generational turmoil, others moved to industrial centers in the wake of the uprising. These young people formed the vanguard of insurgent political groups that continue to play an important role in South African urban life.

Through his lively and thorough presentation of the forces at work inBhambatha's Rebellion, Benedict Carton brings a fresh understanding to the tragic role of defiant youth and generational rivalry in African resistance.

Storyteller and ceremonialist Linda Sussman in this book explores how to speak in a new way that is one that heals and transforms. She takes the epic story of the grail, as told by Wolfram von Eschenbach in "Parzival", as her guide. This tale, whose heroic action is an act of speech, weaves together Celtic, Oriental, Christian, Arthurian and alchemical sources. Linda Sussman sees "Parzival" as depicting the path of initiation to healing speech, to doing the truth in word and deed First, she tells the story in a beautiful way, allowing the reader to reproduce within themselves the potent inner pictures of the text. Then she shows that it is not so much a path toward perfection, as the recovery of a right relationship to our imperfections. She shows, too that it is a path in which male and female aspects work together in the overcoming of evil.