Speaker: Emily Ahrens, KomRex, Center for Research on Right-Wing Extremism, Democracy Education and Social Integration, Friedrich Schiller University Jena

Against the backdrop of current social developments, this presentation examines how to deal with misanthropic and right-wing extremist statements in the school context. Based on empirical findings regarding the political attitudes, problems, and media use of young people, with a particular focus on Thuringia, the presentation analyzes the background and manifestations of misanthropic statements. It also considers the influence of peer groups, families, and social media as key agents of socialization. Furthermore, the presentation addresses the relevance of school interventions, the legal mandate of teachers, and fundamental legal frameworks. Building on this foundation, it presents practical strategies for responding appropriately to such situations in everyday school life.

Emily Ahrens is a research associate for science-practice transfer at KomRex (Center for Research on Right-Wing Extremism, Democracy Education, and Social Integration). For several years, she has been conducting professional development workshops for (prospective) teachers on the topics of democracy education, right-wing extremism, and dealing with group-based hostility. She studied psychology and political communication and her doctoral research focuses on the political-psychological background of different understandings of democracy and support for democracy.

The event is open to all interested parties and requires no registration.

Access via Zoom: https://uni-jena-de.zoom-x.de/j/63150900654

Password: IDEAS

The idea of future skills comes from a business-oriented and, in a sense, future-optimistic milieu that assumes that current social developments will continue in the future. Although “disruption” and “radical change” are considered, this thinking remains fundamentally fixed on economic growth and a market-based economy within the framework of globalized nation states. 

However, it remains questionable whether this is the framework within which our future will unfold. The multiple crises we find ourselves in (global warming, species extinction, massive social inequalities, erosion of liberal democracies and international law, etc.) seem to call into question the current concept of future skills. Perhaps schools, teacher training, and pedagogy in general need to ask the question about the future in a radically different way. What challenges will we face in the coming dystopian future, which may turn out to be completely different after all? And: does dystopia automatically mean “worse”? Perhaps there is also a moment (or several moments) of liberation and emancipation in dystopia?

Drawing from the work of philosopher Bruno Latour and literary and cultural scholar Peggy Piesche, I aim to develop theses on an alternative form of future skills. These skills are primarily characterized by a commitment to caring for one another and earth and ensuring human survival with dignity, as well as a critical stance toward power and discrimination. These theses will be discussed with the participants at the end of the session.

The event is open to anyone interested and does not require registration. 

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