@article {969,
	title = {{\textquoteleft}WHEN YOUR SON ASKS YOU{\textquoteright}.... HOW REMEMBRANCE CAN TEACH LIFE-SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-72},
	abstract = {Jewish-christian tradition is memory-tradition. Just from the beginning, people are confronted with the God of Abraham, Isaak and Jacob and with particular situations, which are worth remembering (Exodus, Ten Commandments). Because the Bible combines remembering and teaching ({\quotedblbase}When your son{\textquotedblright}... (Dtn 6, 20)), religious education means memory-education. Like Israel in real Exile and Diaspora, young pupils and students suffer from {\quotedblbase}virtual Exile or Diaspora{\textquotedblleft}, when they are dwelling within their digital global village, and in {\quotedblbase}patchwork-families{\textquotedblleft}, often without real home-experience and without any sense of belonging. Suffering from such experiences of missed orientation and belonging, they feel {\textendash} as discussions in schools and groups underline - unsatisfied and uncomfortable, and look for authentic coping-models. Therefore, the study emphasizes {\textendash} based on narrations of elder people - on a particular religious education-approach, which facilitates life-satisfaction by memory-learning from other experiences. The focus of research is on the question, whether memory-learning, combined with religious contents, rituals and/or metaphoric, could encourage life-satisfaction, and whether there are significant differences between East (Latvia) and West (Germany). },
	keywords = {Life-satisfaction, memory-learning, religiousness},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.66},
	url = {http://oaji.net/articles/2015/457-1438197252.pdf},
	author = {Geert Franzenburg}
}
@article {854,
	title = {DISPLACED VALUES: FROM REMEMBRANCE TO RESILIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {59-65},
	abstract = {The different considerations of this study analyze in biblical tradition and modern times experiences of displacement and their consequences for educational purposes and resilience. Exemplified by Baltic experiences, it demonstrates how memory constructs coping strategies, which can be transferred into models of enculturation and value-education. Following the stages of the Biblical story of Jewish exile and diaspora, the considerations analyze, how modern people in situations of crisis, transition, mobbing or displacement can draw benefit from the existential experiences memorized in these narratives and actualized in rituals as a memory-culture and process of enculturation. In this context, different memory cultures, focused on a common situation, underline different expressions of remembrance and suggest different approaches to cope with them: symbolic, ritualized, narrative. In this study the Exile- and Diaspora-oriented EXODUS, exemplified by the Baltic exile before and after 1945, facilitates a framework for educators to identify and integrate experiences of exile and diaspora into a concept of enculturation, which combines holistic exercises in non-violent communication, awareness, creative work, intercultural discourse and similar experiences. Furthermore, it assists them to facilitate opportunities to make helpful experiences in their own diaspora-like framework. },
	keywords = {Baltic, diaspora, enculturation, Exodus, resilience},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.59},
	url = {http://oaji.net/articles/2014/457-1420055766.pdf},
	author = {Geert Franzenburg}
}
@article {771,
	title = {DISTANCE, REMEMBRANCE, TOLERANCE: EUROPEAN REMARKS ON CONTEXTUAL CHRISTIAN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {40-49},
	abstract = {Individuals, groups and communities are coping with conflicts and crisis, which include the diversity of lifestyles. This statement can be made in different ages and cultures; it becomes of interest when combined with a church or confessional context. Therefore, the first issue and authority for Christian education is how to develop opportunities to find one{\textquoteright}s own ways of remembering leading to a tolerant attitude towards other ways of life. The study underlines the importance of the contextual approach in Christian education (consisting of religious, systemic, biographical and intercultural research) by analyzing examples of different European traditions. Decoding, deconstructing and reconstructing coping strategies and cultures of remembrance in a contextual way make sure that only by facilitating opportunities of sharing experiences people and organizations can learn to cope with transitions and difficulties in a reasonable and equitable manner.},
	keywords = {christianity, remembrance, tolerance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.40},
	url = {http://oaji.net/articles/2014/457-1413728986.pdf},
	author = {Geert Franzenburg}
}
@article {451,
	title = {FACTS AS EXPERIENCES: HOW TO LEARN AND TEACH HISTORY IN A BIOGRAPHICAL WAY},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {21-28},
	abstract = {The process of historical research, learning and teaching consists of data-sampling, interpretation and communication. Researchers, learners and teachers have to cope with de- and reconstructing historical experiences and their documentations as expressions of impressions. Therefore, the objectives of the study are historical experiences documented in autobiographical texts and in archival material.
 Following the different lessons/modules of a course about biographical history, students can learn how to become aware of certain aspects behind historical facts and events, which are often hidden in documents or neglected by textbooks. They become motivated to make their own experiences in this method by using oral history elements (interviews) and to look for alternative points of view in learning and research.},
	keywords = {biography, hermeneutics},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924378},
	author = {Geert Franzenburg}
}
@article {393,
	title = {INTERCULTURAL COACHING IN EDUCATION: THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {64-70},
	abstract = {Based on coaching and educational experiences with Latvian and German students, the importance and characteristics of intercultural training and coaching may be demonstrated. Besides targeting to an increase of intercultural sensibility for a group of participants, intercultural coaching focuses on accompanying the individual{\textquoteright}s specific processes and provides support to the individual working internationally. As such intercultural coaching focuses strongly on the requirements of the targeted group and cannot be standardized. Each and every situation and interaction has its own individual context and history. International coaching should therefore be part of a target or specific goal oriented agreement which acts as the basis of a relationship between coach and client; thus, the coach has the task to analyze the spontaneous dynamics, the meanings and the consequences of the new situation. The research describes theoretical aspects of and practical experience with intercultural coaching concerning educational situations and contexts (communication, learning, teaching, counseling), following the different aspects of intercultural coaching in educational situations (language, history, mentality).},
	keywords = {coaching, intercultural},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135694.pdf},
	author = {Geert Franzenburg}
}
@article {246,
	title = {EDUCATIONAL INTERVISION: THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {37-43},
	abstract = {Teachers are confronted with challenges, which are of individual and organizational character (in classroom, in educational purposes, in groups and institutional structures). Therefore, they need assistance to find solutions in their own context without depending on external experts.
 Such external counselling often is neither necessary nor helpful in every aspect and any circumstances, because of the biographical and institutional frame of the problem or conflict. Therefore, a method combining individual and organizational aspects of counselling, which recognizes the participants in the problem as the experts of its solution, is helpful. On the other hand free group discussions without a systematic methodical approach have to be avoided. Therefore, a certain training is needed in order to assist groups to work effective and systematically. 
The following manual for instructing problem-solving peer groups (PSPGs) is developed from own experiences in teacher training in Latvia and Germany.
 Although there are connections and interdependencies between this model of educational intervision with similar concepts (Balint groups, encounter groups, peer supervision, KoBeSu etc.), it has its special characteristics in the focus on integrating teaching, biographical methods and counselling with the concept of self-actualisation and self-organizing into a program, which is based on the conviction that persons and groups can become subjects of a systematic problem-solving process. Analysing the method of intervision in theory (literature) and practice (in teacher training) can open ways to such assistance without external experts. 
Background, concept and aim of this special way of counselling, based on the model of Subjective Theories, should invite teacher-groups to make their own experiences. The manual (Appendix) can help teacher-groups to find own methods, rituals and rules regarding their specific situation. },
	keywords = {intervision, subjective theories},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666171.pdf},
	author = {Geert Franzenburg}
}
