KÄTHE SCHNEIDER
Biographic Data
| ID | 10322692 |
|---|---|
| NAME | KÄTHE SCHNEIDER |
| GIVEN NAMES | KÄTHE |
| FAMILY NAME | SCHNEIDER |
| SIGNATURE | SCHNEIDER K |
| AFFILIATIONS | Friedrich Schiller University Jena |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Intermediaries (not) in action: Impediments to initiating the utilization of public research
This paper addresses a critical research gap in the field of university-industry knowledge transfer, with a particular focus on the often-neglected initiation stage from a failure analysis perspective. A workshop and follow-up interviews were conducted to systematically explore the motivations and abilities of both the knowledge senders and the recipients for initiating knowledge transfer processes in the field of intelligent mobility. In contras…
Becoming oneself
The basic concern of the volume is to determine the preconditions of personality development and to show their significance and their perspectives for educational science and for pedagogical practice. First, these basic preconditions of becoming oneself are collected in a single volume and discussed in terms of their significance for science and for educational practice. In all fundamental dimensions are understood as precondition of becoming one…
Becoming Oneself: Dimensions of 'Bildung' and the Facilitation of Personality Development
Becoming oneself: Dimensions of 'Bildung' and the facilitation of personality development
The Subject‐Object Transformations and ‘Bildung’
Bildung, a German pedagogical term with the sense of ‘educating oneself’, refers to some of the most complex human activities. It is constitutive for human existence, because it is related to the characteristic of meaning. Because of the great relevance of Bildung for people, education is essential for furthering it. The two purposes of this contribution are: i. to examine the structure of one main process component of Bildung, namely the process…
The Subject‐Object Transformations and ‘Bildung’
Bildung, a German pedagogical term with the sense of ‘educating oneself’, refers to some of the most complex human activities. It is constitutive for human existence, because it is related to the characteristic of meaning. Because of the great relevance of Bildung for people, education is essential for furthering it. The two purposes of this contribution are: i. to examine the structure of one main process component of Bildung, namely the process…
The Subject‐Object Transformations and ‘Bildung’
Bildung, a German pedagogical term with the sense of ‘educating oneself’, refers to some of the most complex human activities. It is constitutive for human existence, because it is related to the characteristic of meaning. Because of the great relevance of Bildung for people, education is essential for furthering it. The two purposes of this contribution are: i. to examine the structure of one main process component of Bildung, namely the process…
Becoming oneself
The basic concern of the volume is to determine the preconditions of personality development and to show their significance and their perspectives for educational science and for pedagogical practice. First, these basic preconditions of becoming oneself are collected in a single volume and discussed in terms of their significance for science and for educational practice. In all fundamental dimensions are understood as precondition of becoming one…
Becoming Oneself: Dimensions of 'Bildung' and the Facilitation of Personality Development
Becoming oneself: Dimensions of 'Bildung' and the facilitation of personality development
Intermediaries (not) in action: Impediments to initiating the utilization of public research
This paper addresses a critical research gap in the field of university-industry knowledge transfer, with a particular focus on the often-neglected initiation stage from a failure analysis perspective. A workshop and follow-up interviews were conducted to systematically explore the motivations and abilities of both the knowledge senders and the recipients for initiating knowledge transfer processes in the field of intelligent mobility. In contras…
Epistemology (3 works) · Philosophy (3 works) · Psychology (3 works) · Sociology (3 works) · Education Methods and Technologies (2 works) · Engineering (2 works) · Engineering ethics (2 works) · Personality (2 works) · Personality development (2 works) · Political science (2 works)