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This book investigates the growing politicization of Mumsnet and its use by politicians to influence middle-class women in the UK. The site's discussion topics go far beyond traditional 'mothering' subjects and encompass politics, feminism and current affairs. Understood as a safe space for gender-critical voices, the site has spawned real-life activism and continues to be both praised and attacked for its support of free speech on controversial subjects. Sarah Pedersen investigates how Mumsnet has become a central part of a resurgent women's rights movement in the UK. She argues that its openness to discussion around this subject has allowed the site to function as a subaltern counter-public - a space where gender-critical feminists have been able to share information and make plans for action and agitation.

Women's rights --- Electronic discussion groups --- Parenting --- Electronic discussion groups. --- Political aspects --- mumsnet.com --- Women's rights - Great Britain - Electronic discussion groups. --- Electronic discussion groups - Political aspects - Great Britain. --- Parenting - Great Britain - Electronic discussion groups. --- Great Britain.

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"Chris is a math teacher and debate coach, and this book is about how he uses the tools of debate to get his students arguing in math class. Students are highly engaged and learn mathematics more deeply when using his techniques. The book is short and clear and will help readers learn how to incorporate debate in an incremental, totally not overwhelming way because Chris has broken the work down into a lovely step-by-step sequence. It's a super practical and readable manual, written by a working teacher for working teachers"--

Mathematics --- Discussion --- Group work in education. --- Inquiry-based learning. --- Study and teaching.

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La tâche urgente de notre époque est de remonter aux fondements du laïcisme. Le débat qui eut lieu en janvier 2004 entre Habermas et Ratzinger, publié dans la revue Esprit, met en évidence le caractère central du problème d’un auto-fondement de l’État démocratique dans le cadre d’une pensée laïque. C’est dans un tel contexte que les réflexions de Guido Calogero s’avèrent déterminantes. Élève de Croce et de Gentile, il se nourrit du néo-hégélianisme italien et épouse son exigence d’une pensée parfaitement immanentiste. Il va plus loin encore et déplace le terrain de la réflexion philosophique : la gnoséologie ne peut que conduire la pensée à retomber dans ces formes métaphysiques qu’il s’agit de dépasser. C’est la volonté qui constitue le véritable principe premier, auto-fondateur. Volonté qui échappe à l’irrationalisme comme à l’intellectualisme si l’on retrouve à sa racine le choix fondamental entre l’égoïsme et l’altruisme, choix omniprésent qui se formule à travers l’impératif du dialogue, le devoir de comprendre l’autre : « Ou bien je veux comprendre les autres, ou bien je veux rester seul avec moi-même ». Ce principe du dialogue est le seul principe indiscutable. Une forme de rationalité pratique post-métaphysique redevient pensable. Et c’est dans ce principe du dialogue que résident les fondements de la démocratie. Calogero tient ce pari de donner un fondement autonome à la démocratie sans pour autant arguer de son caractère purement procédural, puisqu’il nous renvoie à l’intériorité propre à tout sujet. Les droits inaliénables peuvent trouver un fondement non-métaphysique et surtout cette règle du dialogue permet de penser une cohabitation des idées et des cultures qui ne soit pas seulement neutralité bienveillante de la part des institutions, mais participation active des citoyens.

Laicism --- Secularism --- Philosophy, Italian --- Laïcité --- Sécularisation --- Philosophie italienne --- Secularism. --- Free thought. --- Freethought --- Thought, Free --- Agnosticism --- Atheism --- Rationalism --- Secular humanism --- Skepticism --- Ethics --- Irreligion --- Utilitarianism --- Postsecularism --- Secularization (Theology) --- dialogue --- échange --- discussion --- laïcisme --- tolérance

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During seven years, 16 performers spread 'Lecture For Every One' throughout Europe. They intervened in more than 300 different gatherings, from a corporate sales meeting to a brass-band rehearsal and a municipal council. As uninvited guests, they addressed every one with exactly the same text. Until now, the project has remained largely invisible to the wider public. This book now sheds light on the information and expertise Lecture For Every One has generated?feedback, stories and memories from a range of perspectives. It reflects on how places where people gather can become political instances, on the (im)possibility of addressing every one, and on the value of fiction in our daily lives. Sarah Vanhee is an artist, performer and writer. Her interdisciplinary work moves between the civilian space and the institutional arts sector, and is best known for its radical gestures and its engagement with non-dominant voices and narratives. Since 2007 she has created several onstage performances, (semi-)public interventions and site-specific works that have been widely presented internationally.

Theatrical science --- performance art --- performance artists --- Art --- lectures --- texts [documents] --- Vanhee, Sarah --- Performance art --- Meetings --- kunst --- kunstenaars --- eenentwintigste eeuw --- België --- conceptuele kunst --- concept art --- performances --- 7.071 --- Vanhee Sarah --- Arts, Modern --- Happenings (Art) --- Performing arts --- Conferences --- Congresses and conventions --- Discussion --- History --- Vanhee, Sarah,

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In dieser Untersuchung geht es um die unterrichtsbezogenen epistemologischen Überzeugungen von Lehrkräften, die ein geisteswissenschaftliches Fach unterrichten. Im Mittelpunkt stehen die Konstruktion geisteswissenschaftlicher Wissensbestände von Lehrerinnen und Lehrern und die damit verbundenen Formen der Kulturvermittlung: Wie begegnen Lehrkräfte Kulturgütern (z.B. Gedichten, Bildern) im geisteswissenschaftlichen Unterricht? Wie dechiffrieren Lehrkräfte den Bedeutungsgehalt von Kulturgütern? Welchen Kulturkanon bzw. welche kulturellen Inhalte vermitteln Lehrkräfte Schülerinnen und Schülern? Die qualitativ-rekonstruktive Studie ist im Schnittfeld der empirischen Bildungsforschung, der geisteswissenschaftlichen Fachdidaktik sowie der Allgemeinen Pädagogik angesiedelt. Sie leistet einen wichtigen Beitrag zur Grundlagenforschung geisteswissenschaftlicher Fächer und zur theoretischen Weiterentwicklung kulturbezogener Bildungsarbeit.

empirische Bildungsforschung --- Kulturvermittlung --- Geisteswissenschaften --- Professionsforschung --- Lehrerbildung --- Unterrichtsdidaktik --- kulturbezogene Bildungsarbeit --- Lehrer --- Vorstellung --- Erkenntnistheorie --- Unterricht --- Geisteswissenschaftlicher Unterricht --- Kulturelle Bildung --- Fachdidaktik --- Geisteswissenschaftliche Pädagogik --- Gymnasium --- Realschule --- Unterrichtspraxis --- Wissensvermittlung --- Schule --- Professionalität --- Methode --- Wissenschaftsverständnis --- Gruppendiskussion --- Dokumentarische Methode --- Empirische Forschung --- Qualitative Forschung --- Studie --- Bayern --- Niedersachsen --- Deutschland --- Teacher --- Teacher education --- Teachers' training --- Epistemology --- Teaching --- Humanities instruction --- Cultural education --- Specialized didactics --- Subject didactics --- Humanistic pedagogics --- German academic secondary school --- Grammar School --- Secondary school --- Intermediate school --- Teaching practice --- School --- Professionalism --- Professionality --- Method --- Conception of science --- Group discussion --- Empirical research --- Qualitative research --- Lower Saxony --- Germany --- Culture