Rolf Arnold Libros

Focusing on the need for change within educational institutions, this book aims to facilitate internal discussions and identify key areas for improvement in learning culture. It emphasizes the urgency of adapting educational practices to better meet contemporary challenges and foster a more effective learning environment.

Focusing on self-reflection, this guide offers 29 practical suggestions for leaders across various contexts, including professional and honorary roles. It emphasizes a leadership style that avoids domineering behavior, encouraging thoughtful and effective leadership practices. Each rule serves as a tool for personal growth and improved interactions, making it suitable for anyone looking to enhance their leadership capabilities.

Focusing on the rise of "weak thought," the book serves as a passionate call for a renewed Age of Enlightenment. It critiques contemporary intellectual trends and advocates for robust, critical thinking to counteract the dilution of ideas and values in modern discourse. Through this exploration, the author seeks to inspire readers to embrace stronger, more meaningful thought processes.

Focusing on personal mastery, the book outlines 29 rules designed to guide readers in their journey of self-improvement. Each rule is accompanied by practical tools that help navigate one's ego and shape preferred realities. The aim is to facilitate continual growth and empower individuals to realize their full potential.

Focusing on the theme of responsibility, the book outlines 29 essential rules aimed at enhancing parenting and teaching effectiveness. It emphasizes that establishing a secure environment, rather than merely fostering a friendly relationship, is crucial for children's development. This sense of security allows children to explore, take risks, and learn from failures while knowing they are supported. Such an approach fosters trust, self-confidence, and personal responsibility, essential attributes for their growth and maturity.

How to Teach Without Instructing relinks teaching and learning. It examines the teaching practices in institutions of learning and formulates rules that assist teachers in their efforts to focus their teaching on the learner. The rules are based on situations that are routinely encountered in the teaching environment.

Der Band versammelt Beiträge, die aus der Perspektive verschiedener Wissenschaften die Beziehungen von System, Beobachter und Hermeneutik diskutieren. Im Zentrum steht die Rolle des Menschen in biologischen, physikalischen oder sozialen Systemen. Ist er bloß ein von außen auf das System und seine Umwelt schauender, ansonsten unbeteiligter Beobachter? Oder konstituieren das System und seine Elemente überhaupt erst das, was den Beobachter ausmacht? Die Autoren dieses Bandes betrachten diese Fragen jeweils aus ihrer spezifischen Auffassung dessen, was ein System ist. In allen Fällen bedarf der Beobachter eines methodischen Rüstzeugs, das ihm erlaubt, seinen Ort im System zu verstehen. Implizit oder explizit sind dies die Methoden und das Verständnis der Hermeneutik. Dabei ist Hermeneutik nicht bloß eine äußerliche Technik der Interpretation, sondern (im Sinne von Gadamer, Ricoeuroder Derrida) ein Konstitutionsverfahren in dem Prozess, das eigene Sein des Menschen zu verstehen. Die Autoren des vorliegenden Bandes sind auf jeweils unterschiedliche Weise darum bemüht, den verstehenden Beobachter in seinem System zu beschreiben und ihn ihrerseits zu verstehen. Mit Beiträgen von Rolf Arnold, Martin Bojowald, Hans-Georg Flickinger, Jean Grondin, Humberto Maturana, Wolfgang Neuser, Dieter Nittel und Klaus Wiegerling