In adult education there is always a problem of prefabricated and in many respect fixed opinions and views of the world. In this sense, I will argue, that the starting point of radical education should be in the destruction of these walls of belief that people build around themselves in order to feel safe. In this connection I will talk about ‘gentle shattering of identities’ as a problem and a method of radical education. When we as adult educators are trying (...) to gently shatter these solidified identities and pre‐packed ways of being and acting in the world, we are moving in the field of questions that Sigmund Freud tackled with the concepts of ‘de‐personalization’ and ‘de‐realization’. These concepts raise the question about the possibility of at the same time believing that something is and at the same time having a fundamentally sceptical attitude towards this given. In my article I will ask, can we integrate the idea of learning in general with the idea of strangeness to oneself as a legitimate and sensible experiential point of departure for radical learning? (shrink)

Although the concept of dignity is commonly invoked in clinical care, there is not widespread agreement—in either the academic literature or in everyday clinical conversations—about what dignity means. Without a framework for understanding dignity, it is difficult to determine what threatens patients’ dignity and, conversely, how to honor commitments to protect and promote it. This article aims to change that by offering the first conceptual model of dignity for patients in the intensive care unit. The conceptual model we present is (...) based on the notion that there are three sources of patients’ dignity—their shared humanity, personal narratives, and autonomy—each of which independently warrants respect. The article describes each source of dignity and draws on examples to illustrate how clinician attitudes, actions, and behaviors can either contribute to, or detract from, expressions of respect for patient dignity. (shrink)

Von der Mehrzahl der Dimensionen kollektiver Identität erkundet diese Arbeit die Identität als rhetorisches Werkzeug. Die Identitätsmarke steht für einen für die pragmatische Effektivität relevanten Fall. Um eine solche Macht zu erläutern, wird ein hypothetisches Modell der Identitätskategorien dargeboten. Dessen Bestandsmodule formen vier Basisdimensionen: Position, Entindividualisierung, Ausschließung sowie kognitive Abschirmung. Eine so deskribierte narrative Identität wird zum Äquivalent der informellen Ideologie . Als konstitutive Rhetorik überführt die narrative Identitätskonstruktion die selbstreferenzielle Tautologie in die Strategien der Diskriminierung, Säuberung und Ausrottung der (...) Anderheitsvertreter. Die Massenvernichtungen des zurückliegenden Jahrhunderts – Totalitarismus, Kolonialismus, Ethnonationalismus – sind Fabrikate des Identitätsparadigmas. (shrink)

Of the plural dimensions of collective identity, this paper explores identity as a rhetorical device. The identity tag is a case in point of pragmatic effectiveness. To account for such a power a hypothetical model of identity categories is presented. Its constituent modules shape four basic dimensions: position, deindividuation, exclusion and cognitive shielding. Such delineated narrative identity becomes equivalent to an informal ideology . As constitutive rhetoric , the narrative construction of identities converts self-referential tautology into strategies of discrimination, purification (...) and extermination of exponents of otherness. Last century mass destruction – totalitarianism, colonialism, ethno-nationalism – has been tributary to the identity paradigm. (shrink)