Alle Publikationen
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2017
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(2017) : Grundriss einer sozialpsychologischen Respekttheorie Hogrefe Verlag . Online verfügbar unter https://econtent.hogrefe.com/doi/10.1026/0033-3042/a000326 , zuletzt geprüft am 23.02.2018
Abstract: Outline of a Social Psychological Theory of Respect: Implications for Cooperation and Conflict in Pluralistic Societies Abstract. In this article, I outline a social psychological theory of respect with a particular emphasis on the importance of respect for social life in pluralistic societies. Building on social recognition approaches in social philosophy, I first elaborate on a conception of respect as equality recognition. Subsequently, I discuss empirical findings from our own program of research, which validate the proposed respect concept and illuminate important social consequences of respect (as well as of disrespect). I close with some considerations regarding the dynamics of respect and possible trajectories of politicized struggles for recognition in pluralistic societies.
2015
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(2015): Learning to overcome cultural conflict through engaging with intelligent agents in synthetic cultures (PSYNDEXshort). In: International Journal of Artificial Intelligence in Education 25, S. 291-317
Abstract: Providing opportunities for children to engage with intercultural learning has frequently focused on exposure to the ritual, celebrations and festivals of cultures, with the view that such experiences will result in greater acceptance of cultural differences. Intercultural conflict is often avoided, bringing as it does particular pedagogical, ethical and political dilemmas of which cultures we place in conflict in the multicultural classroom. In this paper we discuss an alternative approach, providing children with an interactive learning experience with synthetic cultures and characters. The agent architecture developed to enable intelligent agents to exhibit culturally appropriate affect and behaviours is outlined. MIXER, an experiential learning application developed for 9-11 year old children on intercultural conflict is described, highlighting the learning goals and approaches. A school-based evaluation of MIXER with 144 UK children is presented. Children demonstrated high levels of comprehension, engagement and enjoyment of MIXER, with MIXER contributing to near and far transfer, supporting children's cognitive, emotional and behavioural learning and stimulating discussion and debate about how to resolve conflict.
Keywords: Anpassung und Einstellungen, Behavioural cultural tools, Bildungsprogramme und Lehrmethoden, Classroom Dynamics & Student Adjustment & Attitudes, Classrooms, Computer software, conflict, Conflict Resolution, Cross Cultural Differences, Culture & Ethnology, Curricula, Curriculum & Programs & Teaching Methods, Elementary School Students, Erfahrungslernen, Experiential Learning, Grundschüler, High School Students, intelligent agents, Intelligent Systems, Intelligente Agenten, Intelligente Systeme, Interaktion, Interkulturelle Unterschiede, Klassenräume, Konflikt, Konfliktlösung, Kultur und Ethnologie, Kulturforschung/ kulturelle Unterschiede, Lerntheorien, Mensch-Technik-Relation, Multicultural Education, Multikulturelle Erziehung, Pädagogische Psychologie, Schüler der Sekundarstufe, Sociocultural Factors, Software, Soziokulturelle Faktoren, verhaltensbezogene Kulturtechniken 2011
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(2011): Die Kulturspezifitat der Moral als Quelle interkultureller Konflikte - Zur ethischen Theorie und sozialen Praxis ihrer Losung. Vortrag (Schriftfassung) gehalten am 15.10.2011 beim Schulleitungssymposium "Kultur der Schule - Schule der Kulturen, Universitat Bamberg, Lehrstuhl fur Wirtschaftspadagogik
Abstract: Der Vortrag besteht aus drei Teilen. Im ersten Teil geht es um definitorisch-klarende Darlegungen zu den Begriffen "Moral" und "Kultur" und zu deren Zusammenhang, wobei insbesondere Universalmoral und Partikularmoral behandelt werden. Im zweiten Teil wird die philosophische Grundlagendebatte abgehandelt zwischen moralischem Partikularismus (Unterformen: empirischer Partikularismus, normativer Partikularismus, Kommutarismus oder fundamentaler Partikularismus) versus moralischer Universalismus (Unterformen: materialer Universalismus, formaler bzw. prozeduraler Universalismus). Im dritten Teil wird auf das Konfliktlosungspotential partikularistischer und universalistischer Ethiken am Beispiel "Schulkultur" eingegangen, und in einer tabellarischen Ubersicht werden hierzu "Arten moralischer Konflikte" und darauf bezogene "Angemessene Ethikpositionen" und "Typische Bearbeitungsverfahren" vorgestellt.
2008
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(2008): Impoliteness in Interaction. Amsterdam, Netherlands: John Benjamins Publishing Company
Abstract: This study concerns the nature of impoliteness in face-to-face spoken interaction. For more than three decades many pragmatic and sociolinguistic studies of interaction have considered politeness to be one central explanatory concept governing and underpinning face-to-face interaction. Politeness' "evil twin" impoliteness has been largely neglected until only very recently. This book, the first of its kind on the subject, considers the role that impoliteness has to play by drawing extracts from a range of discourse types (car parking disputes, army and police training, police-public interactions and kitchen discourse). The study considers the triggering of impoliteness; explores the dynamic progression of impolite exchanges, and examines the way in which such exchanges come to some form of resolution. 'Face' and the linguistic sophistication and manipulation of discoursally expected norms to cause, or deflect impoliteness is also explored, as is the dynamic and sometimes hotly contested nature of an individual's socio-discoursal role.
2007
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(2007): Disagreeing to agree. Conflict, (im)politeness and identity in a computer-mediated community. In: Journal of Pragmatics 39 (4), S. 742-759. DOI: 10.1016/j.pragma.2006.11.017
DOI: https://doi.org/10.1016/j.pragma.2006.11.017 Abstract: Recent research on politeness has attempted to re-examine the seminal work of Brown and Levinson (1987) and refine the framework to be more applicable to a wider variety of circumstances (Watts, 2003; Spencer-Oatey, 2005). Although, as Locher (2004) notes, there have been several empirical studies building on Brown and Levinson's (1987) framework of politeness, there are relatively few studies which explore the dynamics of these newer models in empirical research. This empirical study addresses this gap by exploring how expectations of (im)politeness are negotiated within an e-mail community. Examination of the communicative practices indicate that, in this e-community, the norms for interaction within the community of practice (Eckert and McConnell-Ginet, 1999; Lavé and Wenger, 1991; Holmes and Meyerhoff, 1999) merge with the norms of (polite) interaction within the computer medium to create a unique set of expectations for what constitutes polite behavior in a computer-mediated setting. Deviation from these norms frequently results in conflict, but the (active) negotiation of norms of politeness in this community of practice, or C of P (through conflict) give group members an opportunity to (re)negotiate the group identity.
Keywords: Art des Kommunikationsmediums, Brown and Levinson's model, e-Konversationsnormen, Gruppenidentität, Gruppenverhalten, Höflichkeit, Höflichkeitsforschung, Identität, Identitätsstiftung, Im/politeness, Impoliteness, Konflikt, Konfrontation, Linguistik, Politeness, Situationsbedingter Kontext, Soziale Angemessenheit
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