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The Diploma Programme will be dealing with advanced level grammar. Its aim will be to strengthen the structural knowledge of Japanese, develop writing and speaking skills and to lead the students to the use of higher level of Japanese language and comprehension of difficult texts. The Advanced Diploma Programme will further strengthen the structural knowledge of Japanese, develop writing and speaking skills and to lead the students to the use of higher level of Japanese language and comprehension of difficult texts.

German language

There will be two papers. Writing business emails and letters, telephone etiquette, preparing for visits, making presentations. To improve the speaking skills this programme will seek to enable the learner to survive in Japan or to communicate fluently. The entrance test consisting of 2 papers as under shall be administered.

For students other than Mumbai Board Applicable for all full time and part time programmes. For the attention of those students who are not graduates of the University of Mumbai or have not passed. Candidates who are not graduates of the University of Mumbai or those who have not passed the S. Application for eligibility certificate must be accompanied by the Original Certificate and Mark Sheet from the Institution from where the candidate has graduated.

The Registrar may issue a Provisional Statement of eligibility if he is satisfied that the applicant is prima facie eligible for admission to this University. Candidates who join the programmes on the basis of a provisional statement of eligibility issued to them by the University during the academic year shall be required to pay Rs. Candidates will have to produce the Eligibility Certificate along with their application form at the time of admission in the Department. Research forms an integral part of the activities of the Department. Introduction to research methodology as well as a dissertation are part of the M.

German curriculum. Besides, research can be pursued at the department leading to M.

Department of German

Research done at the Department is aided by a Departmental Library as well as computer facility. The Department also organizes seminars, workshops and conferences on various topics of interest. The Department also invites distinguished national and international scholars as Visiting Professors. In the offing are technical translation projects with a private German firm and technical translation project with BARC. The Ph. Iqbals Begegnung mit der deutschen Kultur-eine interkulturelle Studie Iqbals encounter with German culture- an intercultural study.

Die Wahrnehmung des Eigenen und des Fremden in G. Kakkanadans Roman Kaveriyude Vili. Eine interkulturelle Studie. Interkulturelle Vermittlung deutscher Kurzgeschichten der Nachkriegszeit in der indischen Germanistik. Die Kulturpoesie des Zwischen Ideologie und Pragmatismus: Studentenbewegung in indischen und deutschen Filmen im Eine vergleichende Studie.

He Wentian and fellow Ph.

  1. The Harmony Forest!
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  3. Manual Der Gegenwartsbezug im Geschichtsunterricht (German Edition).

Interdisciplinary Teaching Modules: Humanities in Dialogue. Critical Review of Teaching Material for Level 1. Alexander Humboldt. Humboldts Erben.

Deutsche wollen aus Geschichte lernen - Körber-Stiftung

Rethinking Accelerated Globalisation. Consul General Dr. Reading and interdisciplinary book review session on K. Deputy Consul General Dr. Discussion on Indo-Russian relations, particularly in culture, education and related fields. Annakutty V. Notification Admission Lists for The prospectus and admission forms for German and Japanese will be available at the University Department of German office from Monday to Friday: 9.

Department of German. First floor R. Allahabad Bank , opp. Teaching Staff: The following are the members of the academic faculty of the Department of German:- 1 Prof. Meher Bhoot, Associate Professor 3 Mr. Semester IV. Semester VI. Course Codes. PAGER Research Methodology Wissenschaftliche Arbeitstechnik.

German Poetry Deutsche Lyrik. Theories of Literature Literaturtheorien.

German Classics Kanon deutscher Literatur. Didactics I Didaktik I. Advanced German Skills OR. Comparative Aesthetics. Comparative Aesthetics Komparative Aesthetik. Registration fee P. Tuition fees P. Registration P. Fund I. The thesis and the viva voce shall be evaluated. Registration Procedure:. Step by step Ph. Registration process at the Department of German, University of Mumbai: 1.

Saturday Batch: 2. The Diploma Programme consists of two papers. Sunday Batch: 9. There will be four papers of marks each. Saturdays: 2. Sundays 9. Students seeking admission to this programme should have passed Certificate in Communicative Marathi Level 1 exam. There will be two written papers of marks each and an oral exam of 50 marks.

Paper 1 will test Kanji Chinese Characters and vocabulary. Paper 2 will test comprehension skills and writing skills. Name of the Student Ph. Title of Dissertation. Theories

Year in which awarded. Das Unternehmerbild in der sterreichischen Erzhlliteratur Name of Student M. Name of the Student M. Textbooks began to rework the traditional picture of colonialism as a short period of German history with little or no relevance to contemporary society.

Deutsch lernen Grammatik 3: ich kaufe ... Verben Gegenwart

They present colonialism as an enterprise driven by scholarly curiosity, economic interest and a mission to modernize or enlighten. It is undertaken by men of courage who overcome the most adverse conditions and who conquer the uncivilized. This narrative links German colonial expansion to the overall project of modernization by colonization. It maintains that Germany made an important contribution to colonial knowledge as far as tropical medicine, geography, ethnography, agriculture and other colonial sciences are concerned — all of which are part of a scientific, economic and cultural development policy.

And this development policy, they claim, would not only benefit the German colonies but the entire world. School textbooks continue to present colonial expansion as essentially beneficial to both colonizers and colonized. Even recent textbook editions implicitly present a balance of negative and positive consequences of colonialism and they continue to distinguish between civilized and uncivilized, modern and traditional societies or between developed and underdeveloped countries.

Two textbooks published in and in provide a striking example for this continuity. The textbook published in clearly avoids racial expressions but it also juxtaposes indigenous backwardness with European progress. Textbooks often expand on these dichotomies not only discoursively but with ample imagery. Until decolonisation the majority of them justify the use of military force by blaming the indigenous population for resistance, uprising and insurgency.

They stress the European framework of colonialism and emphasize the competition between European powers. And they inscribe Germany into a shared European project of colonial competition, progress and modernisation albeit in a more critical and reflective manner when we look a recent textbooks informed by postcolonial approaches. Its first and foremost quality is its alleged efficiency. Textbooks frame German colonial rule as realizing the economic value of the new territories and as seeking acceptance of German territories under international law by concluding contracts with local authorities or chiefs.

While the military myths have gradually been deconstructed, colonial rule has been exposed as a relentless policy of exploitation and the colonial war in South-West Africa has been discussed in terms of genocide 36 other myths still persist. They propagated this view not only in descriptions but also in photographs such as the schooling of black pupils in Togo. This idea persistently reoccurs in older textbooks and it is not yet eliminated from contemporary history textbooks. It is thus not surprising that both republican and dictatorial textbooks of the s and s referred to it when they treated colonial history.

The idea of Germanness abroad justified the revisionist claims for regaining the old overseas territories and also the National Socialist claims for occupying new territories in the east. National identity was no longer understood as a spatial but as a cultural category. Instead they should emigrate to German colonies and cultivate their Germanness so that they were not lost to the nation. They figured as an overseas utopia where Germans could cultivate their Germanness even better than at home. And although decolonisation in the s changed the mode of presentation some elements survived almost inadvertently and continued stereotypes of national colonial rule.

While they address expansion as part of the shared European colonial project they relate colonial rule in characteristically national terms. This may not be surprising when we look at textbooks published up to decolonisation since the empire has always been an integral part of national self esteem. But the twofold narrative survived the end of empires and it still influences contemporary textbooks. These dichotomies postulate differences between Europeans and Non-Europeans or between colonial administrators and colonial subjects. They essentially relate to Europe and its other and difference is the key category on which colonialism rests.

Once difference is established epistemologically it in turn justifies hierarchy and asymmetrical power relations. In this context the German nation could be seen as the incarnation of Europeanness and Germany could favourably be distinguished from other European nations. However, the colonial epistemology has become so ingrained in the Western European order of knowledge that even after the empires crumbled it is still operating. So much that even contemporary history textbooks informed by postcolonial approaches are inadvertently caught in underlying long-term oppositions.

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Textbooks following a distinctly postcolonial agenda disclose inconsistencies when they try to overcome the modernization bias inherent in the narrative of colonialism. They also tend to not fully acknowledge the transnational framework of European colonialism that existed at the time and that made colonial powers collaborate especially overseas and despite national competition. Early attempts to project characteristically national colonial regimes or methods drew on the writings of colonial administrators and militaries 48 and they fuelled patriotic master narratives but they disregarded the extent of international cooperation in matters of scientific exchange, security, administration and missionary work.

For that matter textbook education on colonialism is not only rooted in a binary epistemology but also in a national framework and this limits the possibilities of introducing postcolonial approaches. Altrichter and H. Glaser, Geschichtliches Werden. Vom Zeitalter des Imperialismus bis zur Gegenwart , Bamberg, Austermann, J. Lendzian, A.

Augst, Zeiten und Menschen. Geschichte Oberstufe , Paderborn, Bahr, A. Banzhaf, L. Rumpf ed. Vom Absolutismus bis zum Ersten Weltkrieg , Braunschweig, Bancel ed. Barth, Imperialismus. Expansion im Industriezeitalter , Bamberg Bender et al. Berger and C. Lorenz ed. Historians as nation builders in modern Europe , Basingstoke, Boelitz, Das Grenz- und Auslanddeutschtum.

Borschke et al. Carrier ed. Citron, Le mythe national. Picard ed. Conrad, Globalisierungeffekte. Thorp ed. Disch, L. But the total number in was ,; so that, notwithstanding this proof of progress, the number learning Greek in was only about one twenty-fifth of the total number, while the number learning Latin was as high as half.

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Some evidence as to the quality of the study of those languages in the schools is supplied by English commissioners in the Reports of the Mosely Commission. Murray Butler; the Annual Reports of the U. Association , xxx. The process consists in observing the objects and abstracting from their various qualities that characteristic which they have in common. Individual things, regarded as such, constitute a mere aggregate, unconnected with one another, and so far unexplained; scientific knowledge consists in systematic classification.

Thus if we observe the heavenly bodies individually we can state merely that they have been observed to have certain motions through the sky, that they are luminous, and the like. If, however, we compare them one with another, we discover that, whereas all partake in the general movement of the heavens, some have a movement of their own. Thus we arrive at a system of classification according to motion, by which fixed stars are differentiated from planets. A further classification according to other criteria gives us stars of the first magnitude and stars of the second magnitude, and so forth.

We thus arrive at a systematic understanding expressed in laws by the application of which accurate forecasts of celestial phenomena can be made. Of the systems of classification adopted in physical science, only one requires treatment here, namely, the classification of.