Historiography,Cultures of Remembrance and Tradition in German Sport

Erinnerungskultur (culture of remembrance) is a widely discussed notion in German historiography. First, the meaning of Erinnerungskultur, including the specific role of academic historiography of sport, is described and explained with respect to sport and sport historiography. One main objective is to reveal the diversity of cultures of sport history and the specific obligations of academic historiography. Second, the actors of sport memories and/or Traditionspflege (heritage) are characterised, and, third, some controversial and perennial debates that permeate German sports history are explained and interpreted, especially that of Carl Diem, internationally known as ‘Mister Olympics’ of 1936. All in all, the paper provides an overview of the mainstreams, cultures and politics of history in Germany with respect to sport.     

Writing learning journals: Instructional support to overcome learning-strategy deficits

Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 × 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn.     

Neuere Entwicklungen im Unterricht der lebenden Fremdsprachen 2. Seminar des Europarates in London, 12.–23. März 1962

Ohne Zusammenfassung     

Prevention,Management, and Moderation: Ethical Frameworks of Governance

This article seeks to analyse and draft an ethical framework of governance in the area of higher education and science. To this end, a distinction is made between ethical challenges as such, and preventive measures and remedies. An outline of ethical challenges to both higher education and science and governance is provided, addressing the quest for knowledge; conflicts with dignity and violations of academic equality; and failures in policing, responsiveness, and the balancing of aspirations. This outline is followed by proposed remedial or preventive ethical frameworks of governance, namely the cultural integration of governance and ethics, and the management of ethics and risk prevention.