Teaching to Lie and Obey: Nietzsche on Education

To understand Nietzsche's view of education requires us to grasp the importance Nietzsche attaches to being embedded in a particular historical and cultural frame. Education is, at least in the early stages, a matter of teaching the child to see and to value particular things or, in Nietzsche's way of putting this, teaching the child to lie. Here I develop an interpretation contrary to those who emphasise Nietzsche's radical individualism and thus view his Overman in subjectivistic terms. I argue that Nietzsche's most important lesson is not that we are to create anything radically new , but rather that we are to take up a serious engagement with respect to what we stand for.     

Editorial

Ohne Zusammenfassung     

How autonomy support mediates the relationship between self-efficacy and approaches to learning

Abstract

The significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German adolescent students (N?=?1153; M_AgeT1?=?13.97, SD = 1.37; M_AgeT2?=?14.27, SD = 1.25) in two waves. Multigroup structural equation modeling reveals that autonomy functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competence-matrices in contrast to a teacher-directed learning environment, particularly for early adolescent students. More specifically, adolescents’ approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy.     

Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.     

Entscheidungsverhalten im Gesundheitssport

In search of determinants of decision- making, cognitive aspects for years have been predominating in scientific discussions for years, whereas recently emotional aspects have increasingly became the focus of scientific consideration. In view of the frequently occurring, and not only philosophically relevant, discussion about the free will and the architecture of our spirit, the question arises whether these approaches reach far enough. In the decision-making process different, more deeply lying and unconsciously working structures appear to be decisive, whose modes of function we can neither comprehend introspectively nor can be easily approached on a scientific basis. As a consequence, to knowledge of these parameters is of great importance for any discussion about possible influences on determinants of decision -making, which on the other hand are generally considered to be the fundamental principles in the promotion of healthy sports.     

Schemaintegration Integrationskonflikte, L?sungsans?tze, aktuelle Herausforderungen

Zusammenfassung.   Ein zentrales Problem bei der Integration heterogener Datenquellen ist die Bestimmung einer gesamtheitlichen Beschreibung des integrierten Datenbestands. Ausgehend von den Beschreibungen (Datenbankschemata) der vorhandenen Datenbest?nde ist ein integriertes Schema zu bilden, das als konzeptionelles Schema des Gesamtdatenbestands dient. Dieser Prozess wird als Schemaintegration bezeichnet. Ausgehend von einer abstrakten Systemarchitektur für f?derierte Datenbanksysteme, die als Basis für vielf?ltige Integrationszenarien verwendet werden kann, stellen wir zun?chst eine Schema-Referenzarchitektur vor, die den Prozess der Schemaintegration darzustellen hilft. Anschlie?end wird eine einfache Klassifikation von Integrationskonflikten wiedergegeben, bevor wir die gemeinsamen Grundprinzipien vieler Schemaintegrationsverfahren vorstellen. Wir analysieren dann die St?rken und Schw?chen der bekannten Schemaintegrationsverfahren. Aus dieser Analyse ergeben sich verschiedene Fragestellungen, die aktuell Gegenstand der Forschung sind bzw. noch erforscht werden müssen. Mit einer kurzen Darstellung ausgew?hlter Fragen schlie?t dieser Beitrag. Eingegangen am 20. November 2001 / Angenommen am 21. M?rz 2002