Bildung im Ritual

Wulf, Christoph; Althans, Birgit; Audehm, Kathrin; Bausch, Constanze; Jörissen, Benjamin; Göhlich, Michael; Mattig, Ruprecht; Tervooren, Anja; Wagner-Willi, Monika; Zirfas, Jörg

doi:10.1007/978-3-322-83420-1

Cited by 63 publications

(14 citation statements)

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“…Physicality, habitualization, the dramatic composition of emotions become important. Gestures and rituals are of particular importance here (Wulf and Fischer-Lichte, 2010;Wulf et al, , 2004Wulf et al, , 2007Wulf et al, , 2010Wulf et al, , 2011a. This change in perspective is related to developments in modern societies that have led to us being societies where everything is put on stage.…”

Section: Performativity and Physicalitymentioning

confidence: 99%

Emotion and imagination: Perspectives in educational anthropology

Wulf¹

2021

IJAFRS

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Although systems of education and socialization contribute to educating and socializing the feelings of their addressees, little research is available to date regarding the norms according to which this happens and, in particular, how this happens. In a nutshell, we could say that all educational systems have implicit knowledge about how feelings are formed, and even also practical knowledge about how feelings are, and should be, modeled in the various institutions. In this context, an important role is played both by normative questions about the aims, tasks and processes of the formation of emotions and by the practices of education and socialization that are performed in the various institutions and that require empirical investigation. This tension between the theoretical-reflexive investigation of normative questions and the empirical study of institutional practices shapes emotion research in the educational sciences.

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Section: Performativity and Physicalitymentioning

confidence: 99%

Emotion and imagination: Perspectives in educational anthropology

Wulf¹

2021

IJAFRS

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“…Historical anthropology is limited neither to certain spatial frames nor to particular epochs. Reflecting on its own historicity and its own cultural condition, it succeeds both in leaving behind the eurocentrism of the humanities and the interest in history (antiquarian in the final analysis) as well as in giving precedence to current and future problems (Wulf, 1997(Wulf, , 2002(Wulf, , 2004(Wulf, , 2013Wulf, and Kamper, 2002).…”

Section: Historical Cultural Anthropologymentioning

confidence: 99%

“…Which role do rituals and gestures play in the genesis of the social dimension in people's lives in contemporary society? Answering this question is what the Berlin Study on Rituals and Gestures aims to contribute to, a study which has been conducted over the past 11 years and conceived for a total duration of 12 years (Wulf et al, 2001(Wulf et al, , 2004(Wulf et al, , 2010(Wulf et al, , 2011. The research focuses upon the importance and meaning of rituals for the learning and education processes of children and adolescents, drawing on rituals from four areas of socialization, namely family (1), school (2), children's and youth culture (3) as well as media (4).…”

Section: The Berlin Study On Rituals and Gesturesmentioning

confidence: 99%

The Berlin ritual and gesture study: A contribution to pedagogical anthropology

Wulf¹

2021

International Journal of Education and Teaching

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The Berlin Study of Rituals and Gestures is a case study in pedagogical anthropology built on a comprehensive understanding of anthropology. It examines the role of rituals and gestures in the four central fields of socialization: family, school, peer group, and media and contributes to the understanding of the importance of rituals in education. It focuses the mimetic, social and performative character of rituals and gestures. In my view anthropology is not only cultural anthropology/ethnology. Anthropology is a decentralized, polycentric field of research in which problems of representation, interpretation, construction, deconstruction, and thus methodological diversity are of central importance. Significant are the following paradigms of Anthropology: evolution/hominization, philosophical anthropology, historical Anthropology, cultural anthropology to find out how to understand the human being in the globalized world of the Anthropocene. Anthropology is characterized by a dual historicity and culturality, that arises from the historicity and culturality of the different perspectives of anthropological researchers and from the historical and cultural character of the contents and subjects of research. Anthropological research often is interdisciplinary and transdisciplinary as well as intercultural and transcultural. Anthropology employs diachronic, synchronic and philosophical methods to investigate human societies and cultures.

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“…Repetitions are necessary to produce and sustain the coherence of human communities and their members' sense of belonging. Ritual is one of the most important forms of repetition (Wulf et al, 2001(Wulf et al, , 2004(Wulf et al, , 2007(Wulf et al, , 2010.…”

Section: The Movement Of Repetition In Ritualsmentioning

confidence: 99%

The Movement of Repetition: Incorporation through Mimetic, Ritual and Imaginative Movements

Wulf

2020

Gestalt Theory

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SummaryThe movement of repetition is irrevocably linked to the constitution of the human body and is therefore a human condition. The process of hominisation makes this clear. In the body of Homo sapiens and in his movements a connection between nature and culture is created. The movement of repetition is of central importance. Repetition is essential for the evolution of Homo sapiens, the development of communities and individuals. Repetitions are mimetic; they lead to productive imitations in which new elements and events also emerge. Mimetic movements and the repetitive aspects they contain open up the historical and cultural world to people. Repetitions in rituals lead to the acquisition of an implicit silent practical body knowledge. The emotions arising in mimetic processes are movements through which an orientation in the world takes place. The imaginations based on the eccentricity of the human being and on movements of repetition contribute to the development of a collective and individual imaginary.

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Bildung im Ritual

Cited by 63 publications

References 0 publications

Emotion and imagination: Perspectives in educational anthropology

Emotion and imagination: Perspectives in educational anthropology

The Berlin ritual and gesture study: A contribution to pedagogical anthropology

The Movement of Repetition: Incorporation through Mimetic, Ritual and Imaginative Movements

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