Culture, diversity and education. Mimetic learning for sustainable development.

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Autor/in	Bomert, Julian
Titel	Culture, diversity and education. Mimetic learning for sustainable development.
Quelle	Berlin: Freie Universität Berlin (2012), 499 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Berlin, Freie Universität Berlin, Diss., 2012.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:kobv:188-fudissthesis000000036022-9
Schlagwörter	Erziehungslehre; Kultur; Lernen; Nachahmung; Autopoiese; Nachhaltigkeit; Nachhaltige Entwicklung; Dissertation; Kollektives Wissen; Vielfalt
Abstract	The human being is perceived as a cultural being, who autopoietically organises itself through the usage of cultural networking techniques. Central to that cultural autopoietic potential - or repectively to the cultural competence - is the ability to mimetic interchange and arrangement with the other. Mimetic arrangement can be explained as a way of "competitive cooperation", thus the ability to compete with the other within a generally cooperative framework. Mimetic processes empower learners to perceive themselves - e.g. their own socio-cultural meanings and societal organisation patterns, self-identities, live-situations, beliefs and desires - from the perspective of the respective other. Mimetically self and other negotiate meaning, that means they generate, consolidate, communicate and innovate meaning reciprocally. Meaning thereby represents a certain unity in the diversity of different, sometimes controversial meaning participations. Such meaning is dynamic and heterogeneous. It bestows its creators with (the potential to achieve) meaningful being and possibly more sustainable, socio-culturally capacious "becoming" (development). Iser (1978) states that the arrangement with "the other expands the horizon of possibilities". It is in this sense that learning communities acquire multi-perspectivity; the ability to perceive shared problems from different (socio-cultural) perspectives. Multi-perspectivity allows communities to recognize complex problems as such (e.g. climate change, poverty growth, economic crises) interpret them in various ways and develop development alternatives with an effect on a possibly more sustainable, meaningful human development. In this regard, culture enables human beings to respond to complex problems through even more complex - autopoietic - organisation, or respectively through mimetic processes of organising. It bestows the human being with the "wisdom" to creative self-other arrangements (Homo Sapiens (Lat. the "wise Human"). Thus culture constitutes human being. To the same time, culture allows human beings to self-regulate; culture is in this regard highly functional. As constituent and principle of human organisation (dimension of unity) the cultural principle or phenomenon appears in form of socio-culturally diverse realisations and expressions (dimension of diversity). Discussing the vision of dynamic and heterogeneous sustainability, or respectively of sustainable development, different ethics-theories are used. Especially the reference to the so called Golden Rule, which puts reciprocity in the centre of human dignified being and humane development allows to reduce the risk of ethnocentrism of the proposed ethics of sustainability. Based on the introducing analysis of human being as a cultural being as well as the context of human development in the era of tempo-spatial transformations, the text deduces pedagogic criteria, adequate to empower for the dealing with complex challenges. It suggests how human cultural competencies can be strengthened in formal education and refers to approaches such as social learning in democratic schools, entrepreneurship- and environmental education, discovery learning, performative learning and the life-situation approach. According to the text, these approaches should - in reference to Agenda 21 and its three dimensions of sustainability - address economic, environmental and social issues. A new pedagogic approach, the "learning thoughout life and for sustainable development" with 15 principles for orienting adequate education is introduced. Aim of that approach is, to promote education not only as a means to equip (lifelong) learning socio-cultural protagonists to do "better" in the future (efficiency), but to "feel better" at present and thus in a sustainably sufficient way to celebrate human life in dignity - through adequate, self-regulated ludic learning. Finally, different already practiced good-practice examples with (particular potential to) education for sustainable development are presented. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2013/1