In The Sustainable Manifesto, Kersten Reich describes in a concise and memorable way the necessary actions that humans need to take to live sustainably and combat climate change. Are we sufficiently capable of changing our behaviour towards sustainability? What do we have to do in a more sustainable way, and how? The Sustainable Manifesto considers questions around behaviour-change and action for sustainability and connects this thinking to current research in both the natural and human sciences. Reich begins by addressing the most important risks to sustainability and looks in particular at climate change, biodiversity, land use and global phosphorus and nitrogen cycles. He goes on to identify the main causes that have led to the current crisis: specifically the human desire for expansion, growth in all areas, progress and competitive advantages that have forced consideration of the common good into the background. In this vein, the author highlights how economics and politics are two driving forces for which sustainability is difficult to comprehend, going against their basic principles of a liberal and now neo-liberal expansion of all markets. Finally, Reich demonstrates how sustainability could be possible if we reprioritize our life goals and face the reality of an ecological crisis and the necessary transformation of society in order to save our planet. Innovative and accessible, this book will be of interest to students and researchers of sustainability, theories of learning, human behaviour, as well as those who are looking for answers on how to fight for a sustainable future.

In The Sustainable Manifesto, Kersten Reich describes in a concise and memorable way the necessary actions that humans need to take to live sustainably and combat climate change. Are we sufficiently capable of changing our behaviour towards sustainability? What do we have to do in a more sustainable way, and how? The Sustainable Manifesto considers questions around behaviour-change and action for sustainability and connects this thinking to current research in both the natural and human sciences. Reich begins by addressing the most important risks to sustainability and looks in particular at climate change, biodiversity, land use and global phosphorus and nitrogen cycles. He goes on to identify the main causes that have led to the current crisis: specifically the human desire for expansion, growth in all areas, progress and competitive advantages that have forced consideration of the common good into the background. In this vein, the author highlights how economics and politics are two driving forces for which sustainability is difficult to comprehend, going against their basic principles of a liberal and now neo-liberal expansion of all markets. Finally, Reich demonstrates how sustainability could be possible if we reprioritize our life goals and face the reality of an ecological crisis and the necessary transformation of society in order to save our planet. Innovative and accessible, this book will be of interest to students and researchers of sustainability, theories of learning, human behaviour, as well as those who are looking for answers on how to fight for a sustainable future.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey's Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey's educational philosophy for our time. The authors propose ways of revising Dewey's thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey's work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey's philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey's Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey's educational philosophy for our time. The authors propose ways of revising Dewey's thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey's work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey's philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism of traditional epistemology, which offers rich alternatives for understanding processes of learning and education, knowledge and truth, and experience and culture.
This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns. As a part of their exploration of the many points of contact between classical pragmatism and contemporary constructivism, its contributors turn their attention to theories of interaction and transaction, communication and culture, learning and education, community and democracy, theory and practice, and inquiry and methods.
Part One is a basic survey of Dewey's pragmatism and its implications for contemporary constructivism. Part Two examines the implications of the connections between Deweyan pragmatism and contemporary constructivism. Part Three presents a lively exchange among the contributors, as they challenge one another and defend their positions and perspectives. As they seek common ground, they articulate concepts such as power, truth, relativism, inquiry, and democracy from pragmatist and interactive constructivist vantage points in ways that are designed to render the preceding essays even more accessible. This concluding discussion demonstrates both the enduring relevance of classical pragmatism and the challenge of its reconstruction from the perspective of the Cologne program of interactive constructivism.

Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism of traditional epistemology, which offers rich alternatives for understanding processes of learning and education, knowledge and truth, and experience and culture. This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns. As a part of their exploration of the many points of contact between classical pragmatism and contemporary constructivism, its contributors turn their attention to theories of interaction and transaction, communication and culture, learning and education, community and democracy, theory and practice, and inquiry and methods. Part One is a basic survey of Dewey's pragmatism and its implications for contemporary constructivism. Part Two examines the implications of the connections between Deweyan pragmatism and contemporary constructivism. Part Three presents a lively exchange among the contributors, as they challenge one another and defend their positions and perspectives. As they seek common ground, they articulate concepts such as power, truth, relativism, inquiry, and democracy from pragmatist and interactive constructivist vantage points in ways that are designed to render the preceding essays even more accessible. This concluding discussion demonstrates both the enduring relevance of classical pragmatism and the challenge of its reconstruction from the perspective of the Cologne program of interactive constructivism.

In dem Buch wird grundlegend erortert, welche Auswirkungen die Kapitalformen, d. h. okonomisches, soziales, kulturelles, Korper- und Lernkapital, auf die Chancengerechtigkeit heute haben. In Theorie und Praxis werden vier Formen der Mehrwertbildung fur alle Kapitalformen begrundet. Damit wird die Theorie von Pierre Bourdieu entscheidend weiterentwickelt. Chancengerechtigkeit wird im Blick auf die Kapitalformen erortert. Gesellschaftliche als auch individuelle Risiken in der zunehmenden Kapitalisierung werden umfassend herausgearbeitet und es wird gezeigt, warum der Staat bzw. die Gesellschaft die Chancengerechtigkeit erhohen sollten und warum und wie die Individuen gefordert sind, eine Kapitalisierung aus eigener Kraft zu leisten oder ihr zu widerstehen. Folgende Fragen werden z. B. diskutiert:

Reicht okonomisches Kapital fur vielfaltige Lebenschancen aus? Oder: Warum sind die Bessergestellten in der Chancenubertragung uberwiegend bei ihren Kindern erfolgreich und die anderen nicht?

Sind soziale Beziehungen und Netzwerke wirklich entscheidend fur Erfolge? Oder: Wie geschlossen oder offen sind Eliten fur Neuankommlinge?

Ist heute die kulturelle Bildung noch wichtig genug oder wird sie durch Lernkapital ersetzt? Oder: Tragen nicht gerade die Oberschichten mit ihrem Verhalten dazu bei, dass die kulturelle Bildung immer unwichtiger wird?

Wieso kosten unsere Korper immer mehr Geld? Oder: Warum treffen die Reichen immer die Schonen?

Wie verwandelt die Kapitalisierung das Lernen? Oder: Warum ist in keinem Industrieland der Welt der Schulerfolg so abhangig von der sozialen Lage wie in Deutschland?"