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לא מעט ביוגרפיות חשובות מרחיבות דעת ומשכילות נכתבו על אודות איש הרוח והפילוסוף מרטין בובר – הוגה עז רושם, שהדי הגותו, אמרותיו וכתביו אוחזים בנו גם היום למעלה מחצי מאה לאחר מותו. יחד עם זאת, כל הביוגרפיות יחדיו, חשובות ומעמיקות כפי שהן, אינן משתוות בעצמתן הספרותית לספרון קצר זה, שניתן לראות בו מעין אוטוביוגרפיה מזוקקת הכתובה בצורה של פרגמנטים קצרים.
לא בכדי השווה מוריס פרידמן את העצמה הפואטית-פילוסופית של הפרגמנטים האוטוביוגרפיים שלפנינו אל ספריו של בובר אני ואתה (1923) ודרכו של אדם על פי תורת החסידות (1948). אכן בזכרונות אלו שבובר מעלה טבוע משהו מן הטון של סיפורי החסידות ומן המסר של הפילוסופיה הדיאלוגית. ואולם, בניגוד לשני הספרים הקודמים שהוזכרו, פגישות לא נכתב כספר אלא הפך לספר בדיעבד. זוהי למעשה אסופה של זכרונות קצרים ומלאי תובנה שנכתבו ופורסמו בזמנים שונים וראו אור לראשונה כיחידה אחת באסופת המאמרים אודות הפילוסופיה של מרטין בובר (1967), בעריכתם של ארתור שליפ ומוריס פרידמן. מוריס פרידמן מעיד שהיה שותף לבחירה, סידור ולעריכה של הפרגמנטים שלפנינו יחד עם בובר, ובעוד שחלק מהפרגמנטים פורסמו בתקופות מוקדמות יותר, חלקם נכתבו לכבוד האסופה. פרידמן אף מדגיש את ערכם המעשי של סיפורי פגישות אלה בדינמיקות קבוצתיות ובסמינרים ואת כוחם לעורר בקורא זיכרונות וחוויית אישיים.
In diesem Beitrag möchten wir einen Gedanken des amerikanischen Mathematikers Paul Halmos aufgreifen und konkretisieren. Wir möchten verdeutlichen, dass ökonomisches Denken nicht abstrakt gelehrt, sondern „erfahren“ werden muss, wenn es nachhaltig und in seiner ganzen Breite gefördert werden soll. Dazu dienen kognitiv aktivierende Aufgaben. Was man darunter versteht und welche Funktionen und Qualitätsmerkmale Aufgaben in der ökonomischen Bildung besitzen, verdeutlichen wir in den Abschnitten 1 und 2. Im Praxisteil (Abschnitte 3 bis 8) werden konkrete, unterrichtlich erprobte Beispielaufgaben vorgestellt, mit denen ökonomisches Denken erfolgreich gefördert werden kann. Unser Beitrag schließt mit einer kurzen Skizze wirtschaftsdidaktischer Implikationen (Abschnitt 9).