This text is a call to action. The title Escape from Teaching may sound a bit like an imperative. However, much of the recent findings from educational and brain research, especially regarding the potential benefits of informal and self-structured learning, are never realized in educational practice. It is time to ask: What did we really learn from all those years that we spent in instructional and often insulting contexts? What have we got to show from our formal education and what can we become as a result of this experience? What do we forget in such contexts and did it deprive us of our self-confidence and self-structuring skills? What consequences are associated with seeking and testing can equip us with permanent skills and abilities? How could educational institutions change to become places for successful self-directed skills development? And, how can we, as individuals and as a society, develop the potential that rests within us all?

How to Lead without Domineering: 29 Smart Leadership Rules is a kind of tool book which contains almost 30 suggestions for self-reflection of leaders in any kind of leading situation - on the job, in a honorary post, or in any other context. Leaders reach their own limits and the limits of others, but how can they overcome these limits? What is characteristic for a good leader and how is it possible to achieve one's objectives in cooperation with others? Clever and wise leaders support contexts, form relationships, and promote spirit by consolidating the momentum or dynamic of groups, teams, and organizations. Clever leaders rarely use commands or lay down the law, even though instruments of power and their handling are not unknown to them. Clever leadership implies taking risks, as leaders who adopt the principles of this book give up one-dimensional arguing and if-then-logic statements. Professor Dr. Rolf Arnold presents different tools for clever and effective leadership, and he shows how the typical challenges for a leader in the nowadays world can be met. His book is based on recent scientific findings in the field of leadership research and on almost thirty years of practical experience as a leader, supervisor, and coach within different fields and organizations worldwide.

This is a book about personal mastery for school leaders and their students. It references an ongoing concern about reflection in learning, education, and human development. Innumerable ideas and concepts about this have been advanced in the past; most claim more than they can deliver. The notes and reflections on personal mastery presented here are not intended to be yet another version of such traditional treatments. Rather, this book looks at personal mastery from a new perspective and considers it as the result of self-empowered education and practice.

This is a book about personal mastery for school leaders and their students. It references an ongoing concern about reflection in learning, education, and human development. Innumerable ideas and concepts about this have been advanced in the past; most claim more than they can deliver. The notes and reflections on personal mastery presented here are not intended to be yet another version of such traditional treatments. Rather, this book looks at personal mastery from a new perspective and considers it as the result of self-empowered education and practice.

If we could look into the hearts and minds of our children, we would often realize how little contact there is when we are teaching them. Teaching without a relationship is like swimming without water! This means you cannot raise a child if there is no real relationship. Of course, it is all about the kind of relationship which you as the adult establish towards the children. This is not a partnership and our children are not our friends - they are something else and more: They need our adult voice, but also affection and guidance - in a positive, i.e., horizon-broadening, security-giving, and also a boundary-marking way. This book is about the concept of inclusive parenting and teaching. The 29 Rules for Smart Parenting are intended to help the reader to become more effective as parents and teachers.

If we could look into the hearts and minds of our children, we would often realize how little contact there is when we are teaching them. Teaching without a relationship is like swimming without water! This means you cannot raise a child if there is no real relationship. Of course, it is all about the kind of relationship which you as the adult establish towards the children. This is not a partnership and our children are not our friends - they are something else and more: They need our adult voice, but also affection and guidance - in a positive, i.e., horizon-broadening, security-giving, and also a boundary-marking way. This book is about the concept of inclusive parenting and teaching. The 29 Rules for Smart Parenting are intended to help the reader to become more effective as parents and teachers.

"Teaching" and "learning" are two interrelated terms used to express our thinking about a major aspect of human development. However, didactics developed into an art, the "art" of teaching, while the processes of learning were neglected and not researched. Nowadays, many people perceive "learning" as an undesirable activity. The experience of learning is thought of as something expected of them from the outside and it is often remembered as stressful, a pressure to perform, a fear of failure, and alienation. But there are also some enriching experiences such as the joy of discovery, to ultimately achieve after many attempts something that you could not do previously, or to see a situation in a new light. How to Teach Without Instructing relinks teaching and learning. It examines the teaching practices in institutions of learning and formulates "rules" that assist teachers in their efforts to focus their teaching on the learner. The rules are based on situations that are routinely encountered in the teaching environment.

"Teaching" and "learning" are two interrelated terms used to express our thinking about a major aspect of human development. However, didactics developed into an art, the "art" of teaching, while the processes of learning were neglected and not researched. Nowadays, many people perceive "learning" as an undesirable activity. The experience of learning is thought of as something expected of them from the outside and it is often remembered as stressful, a pressure to perform, a fear of failure, and alienation. But there are also some enriching experiences such as the joy of discovery, to ultimately achieve after many attempts something that you could not do previously, or to see a situation in a new light. How to Teach Without Instructing relinks teaching and learning. It examines the teaching practices in institutions of learning and formulates "rules" that assist teachers in their efforts to focus their teaching on the learner. The rules are based on situations that are routinely encountered in the teaching environment.

How to Lead without Domineering: 29 Smart Leadership Rules is a tool book that contains valuable suggestions for self-reflection by leaders in a variety of roles - on the job, in a honorary post, or in any other context. Leaders reach their own limits and the limits of others, but how can they overcome these limits? What is characteristic for a good leader and how is it possible to achieve one's objectives in cooperation with others? Wise leaders support contexts, form relationships, and promote spirit by consolidating the momentum or the dynamic of groups, teams, and organizations. These leaders rarely use commands or lay down the law. Clever leadership implies taking risks, as leaders who adopt the principles of this book give up one-dimensional arguing and if-then-logic statements. Dr. Arnold presents different tools for clever and effective leadership and shows how typical challenges for today's leader can be met. His book is based on recent scientific findings in the field of leadership research and on almost thirty years of practical experience as a leader, supervisor, and coach within different fields and organizations worldwide.

The debate over the facts is in full swing. Many people do not merely invent facts, but also feel the need to spread them. The lies and fake news that serve the cause of populism is rightly appalling. Deliberate disinformation has become a means of controlling politics and public opinion. The purpose of this book is to oppose this up-and-coming phenomenon of "weak thought." It is a passionate plea for a new Age of Enlightenment. Scientists tend to be much more skeptical about "truths". In the process of formulating evidenced-based reasoning, undisputed facts are not deliberately hidden, but put forwards for open debate. The free expression of opinion, a free press, and the freedom of research and teaching guarantee the discussion and debate needed to argue the factual evidence in a democracy. The effectiveness of education is an important issue to consider. Learning has always been a way to deal with uncertainty. An important aspect of education in our modern world is about preparing learners to deal with change. It is a kind of preparation for the insecurity of not knowing what is coming and an openness that threatens to withdraw the proven and the validated.

The debate over the facts is in full swing. Many people do not merely invent facts, but also feel the need to spread them. The lies and fake news that serve the cause of populism is rightly appalling. Deliberate disinformation has become a means of controlling politics and public opinion. The purpose of this book is to oppose this up-and-coming phenomenon of "weak thought." It is a passionate plea for a new Age of Enlightenment. Scientists tend to be much more skeptical about "truths". In the process of formulating evidenced-based reasoning, undisputed facts are not deliberately hidden, but put forwards for open debate. The free expression of opinion, a free press, and the freedom of research and teaching guarantee the discussion and debate needed to argue the factual evidence in a democracy. The effectiveness of education is an important issue to consider. Learning has always been a way to deal with uncertainty. An important aspect of education in our modern world is about preparing learners to deal with change. It is a kind of preparation for the insecurity of not knowing what is coming and an openness that threatens to withdraw the proven and the validated.

Dieses Buch beschreibt mit dem Modus des Agil-Seins ("Being agile") eine Form des geubten Umgangs mit sich selbst und anderen, der uns dazu verhelfen kann, zu werden, wer wir eigentlich sind. Das Konzept "Being agile" verhilft insbesondere Fuhrungskraften zu einer Persoenlichkeitsentwicklung, die sie zu sich selbst kommen lasst. Es zeigt auf, welche Konsequenzen sich aus der Analyse und der nachhaltigen Transformation des eigenen Denkens, Fuhlens und Handelns ergeben. Dabei (er)finden wir uns selbst und ermoeglichen uns einen professionellen Umgang mit uns selbst und anderen. Dies schafft auch die Voraussetzungen dafur, dass unser Gegenuber so in Erscheinung treten kann, wie es gemeint ist oder sich selbst meint. Lassen Sie sich ermutigen, sich von alten Mustern zu loesen und zu wirksamen Formen der Kooperation und Kommunikation vorzustossen.

In diesem Buch erfahren Fuhrungskrafte und Berufscoaches, wie sie betriebliche Lern-, Kooperations- und Fuhrungsstrukturen transformieren und die Kompetenzentwicklung der Organisation vom einzelnen Mitarbeiter aufwarts optimieren koennen. Im Fokus steht das proaktive und eigenstandige Erkennen, Formen und Foerdern von geistigen, sozialen und persoenlichen Potenzialen, die fur die Entstehung eines kompetenten Unternehmens essentiell sind. Denn lebenslanges Lernen ist das Motto unserer Zeit. Es gilt nicht nur fur die einzelne Person, sondern auch fur Organisationen. Unternehmen, die bestandig und erfolgreich bleiben moechten, mussen sich zu lernenden Unternehmen entwickeln. Personalverantwortliche koennen daher nicht langer nur punktuell Verantwortung fur Weiterbildungsmassnahmen ubernehmen, sondern mussen standige Bildungsbegleiter der Mitarbeiter und Planer von Personalentwicklungsstrategien werden. Dieses Buch zeigt die erforderlichen Massnahmen hierfur auf.

Es gehoert an den deutschen Hochschulen und in der interessierten OEffentlichkeit mittlerweile zum guten Ton, sich grundlegend und bisweilen auch vernichtend zum Bolognaprozess zu aussern. In dem in Gang gesetzten Umbau des deutschen Hochschulsystems wird dabei die eigentliche Ursache fur alle moeglichen Verfallsprozesse in den deutschen Universitaten gesehen - eine vielfach eindimensionale Ursachenzuschreibung. Rolf Arnold zeigt in seinem Buch, dass 'Bologna' die Hochschulen in Deutschland aufgeruttelt hat und dass man tatsachlich erst jetzt beginnt, sich den uberlieferten Fragwurdigkeiten des Hochschulsystems zuzuwenden.

Ein kluges und sehr persoenliches Buch uber verantwortliches Fuhren. Mit konkreten Anregungen und nutzlichen Checklisten fur den Fuhrungsalltag.Viele Fuhrungskrafte haben den Zugang zu ihren Emotionen verloren und spuren nicht, was fur die Situation, die Organisation und die Mitarbeiter das Notwendige und Erforderliche ist. Um die eigene Kraft wieder zu wecken, bedarf es einer behutsam angeleiteten Selbstreflexion. In einem fiktiven Briefwechsel zwischen einer Fuhrungskraft und ihrem akademischen Coach vermittelt dieses Buch grundlegende Erkenntnisse uber das Fuhren mit Gefuhl und das Spirituelle der Fuhrung. Aus einer philosophisch sowie fuhrungstheoretisch tief begrundeten Perspektive heraus stellt der Autor konkrete Vorschlage, Vorgehensweisen und Instrumente fur wirksames Fuhren vor. Es geht dabei sowohl um die Entfaltung der Potenziale und Ressourcen der Mitarbeiter als auch um die Entfaltung der eigenen Krafte.

Ineinem fiktiven Briefwechsel zwischen der Fuhrungskraft Bernhard und ihrem akademischen Coach Karl vermittlet dieses Buch grundlegende Erkenntnisse uber das Spirituelle der Fuhrung. Berhard sucht nach den tieferen Spuren seines Leitungshandelns und fragt nach einer sinnvollen, guten und wirksamen Praxis des Umgangs mit sich selbst und anderen im Fuhrungsalltag. Karl antwortet aus einer philosophisch sowie fuhrungstheoretisch tief begrundeten Perspektive heraus, und es entspannt sich ein sehr personlicher, aber auch grundsatzlicher Dialog uber das Spirituelle der Fuhrung. Beide entwickeln dabei sehr konkrete Vorschlage, Vorgehensweisen und Instrumente so wie in demBuch Fuhren mit Gefuhl (2. Auflage Gabler 2011) desselben Autors."

Viele Fuhrungskrafte haben wenig Zugang zu ihren Emotionen. Sie spuren nicht, was fur die Situation, die Organisation und die Mitarbeiter das Notwendige und Erforderliche ist. Dieses Buch weist den Weg zur emotionalen Kompetenz und Wirksamkeit von Fuhrungskraften. Der Autor zeichnet den Aufbruch einer Fuhrungskraft zu sich selbst detailliert in einem Briefwechsel zwischen einem Coach und seinem Klienten nach. Er beschreibt die Gefuhle, Fragen und Zweifel von Fuhrungskraften, wie er sie aus zahlreichen eigenen Forschungs- und Beratungskontakten der letzten Jahre sowie aus eigener Leitungsfunktion in unterschiedlichen Organisationen kennt. Eine praxiserprobte Anleitung zu wirksamem Fuhren mit Gefuhl. Nun in der 2., uberarbeiteten Auflage.