@article{Buffon2015,
  author    = {Buffon, Giuseppe},
  title     = {The Franciscans in Cathay},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {30},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-86920},
  pages     = {13 -- 28},
  year      = {2015},
  abstract  = {The study analyzes the process that leads to the elaboration of the thesis of a continuity between the Medieval Asia mission and the New World mission. This effort, undertaken by the Catholic historiography of the mission during the XIX century, is the result of the impulse provided by Alexander von Humboldt's studies about the discovery of America (Examen critique). The data about the geography of Asia collected by the missionaries-travelers working in the territory between Karakorum and Khanbalik during the XIII e XIV century reaches Christopher Colombus with the mediation of Roger Bacon, whom Humboldt himself esteems as a true cultural mediator. The conclusion of the article tries to identify reasons and modalities of the secularization of the missionary concept, i.e. the shift from the ideal of the propagation of the Christian message to a prevailing interest for cartography and topography, transformations arranged by a late medieval historiography that introduces into martyrolagia the loca toponomastica.},
  language  = {en}
}
@article{Lundberg2015,
  author    = {Lundberg, Karin},
  title     = {Networking knowledge},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {30},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-86968},
  pages     = {78 -- 83},
  year      = {2015},
  abstract  = {Global citizenship and diversity are well-represented concepts in today's higher education. Learning outcomes and competencies are designed to sensitize students to the many cultural backgrounds of U.S. learning institutions. Nevertheless, true globality, as represented through diverse discourses and perspectives of the world, still seems neglected in curricula and course assignments. This article explores the possibilities offered through a new shared space in education where different forms of networked knowledge and multifaceted perspectives can build a global platform of exchange in a diverse student population. The universal science concept described by Alexander von Humboldt at the beginning of the 19th Century illuminates this intertwined approach to knowledge of the world, which has the potential to positively impact contemporary curricula and course design. Von Humboldt's writings emphasize inclusion and interplay among cultures and natural phenomena. By inviting our students to be active representatives of diverse discourses, these interconnecting links will become more transparent. In turn, productive forms of knowing about the world may enrich current learning objectives and thereby reflect a true global citizenship as it evolves in a new shared space of education. Keywords: global citizenship, plurality, diverse discourses, multicultural education.},
  language  = {en}
}