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Demokratie, Krieg und Tod
(2019)
This chapter aims to analyse whether and how democracy is actually threatened by big-data-based operations and what role international law can play to respond to this possible threat. It shows how big-data-based operations challenge democracy and how international law can help in defending it. The chapter focuses on both state and non-state actors may undermine democracy through big data operations; although democracy as such is a rather underdeveloped concept in international law, which is often more concerned with effectivity than legitimacy – international law protects against these challenges via a democracy-based approach rooted in international human rights law on the one hand, and the principle of non-intervention on the other hand. Thus, although democracy does not play a major role in international law, international law nevertheless is able to protect democracy against challenges from the inside as well as outside.
Vergangene Vergangenheit?
(2019)
Introduction
(2019)
When does life end?
(2019)
If you look at the question of the end-of-life legislation, one – or rather THE basic question – is particularly interesting: What is the "end of life"? What is death? Ofcourse, one can approach this question theologically or philosophically, but alsolegally and especially medically. Since the 1960 s, medical progress has made itpossible to distinguish between different individual points of time within the na-tural dying process. However, this raises the question as to which of these pointsof time is relevant for criminal law. This question, which is usually onsideredvery emotionally, will be examined in more detail in the paper.
Pride is linked to conviviality, to the practice of life-with-an-other, and to an awareness of the limitations of the life forms and life norms which guide and regulate the life of culturally, socially, and historically defined communities. Assuming this link, pride in living-together and conviviality appear as concepts creating a framework for future perspectives. But these concepts need a space in which they can unfold critically and confidently with a view to the future. For millennia, the literatures of the world have created this space of simulation and experimentation in which knowledge of how-to-live-with-an-other has been put down on paper through the open-ended tradition of writing. It is the space of the life forms and life norms of conviviality: it offers us prospective knowledge for the future by translating the imaginable into the thinkable, and the readable into the livable.
The ability to reflect is considered an essential element of Education for Sustainable Development (ESD) and a key competence for learners and educators in ESD (UNECE Strategy for ESD, 2012). In contrast to its high importance, little is known about how reflective thinking can be identified, influenced or increased in the classroom. Therefore, the objective of this study is to address this need by developing an empirical multi-stage model designed to help educators diagnose different levels of reflective thinking and to identify factors that influence students’ reflective thinking about sustainability. Based on a 4–8-week project with grade 10 and 11 students studying sustainability, reflective thinking performance using weblogs as reflective journals was analysed. In addition, qualitative semi-structured interviews were conducted with the teachers to comprehend the learning environment and the personal value they assigned to ESD in their geography class. To determine the levels of reflective thinking achieved by the students, the study built on the work of Dewey (1933) and pre-existing multi-stage models of reflective thinking (Bain, Ballantyne, & Packer, 1999; Chen, Wei, Wu, & Uden, 2009). Using a qualitative, iterative data analysis, the study adapted the stage models to be applicable in ESD and found great differences in the students’ reflection levels. Furthermore, the study identified eight factors that influence students’ reflective thinking about sustainability. The outcomes of this study may be valuable for educators in high school and higher education, who seek to diagnose their students’ reflective thinking performance and facilitate reflection about sustainability.
Conclusion
(2019)