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Ac ro 00 8, Fr c t n - st n a s d ion or ati i n e ding d 19 73 , ter c a e p ot ons o s f u r t onl socia s-R le to and e nt 1 c y er 97 4; t this - c ion tack l co o just m e d n ma nd unders o Gal le f it ice n struca h t e io n war tung sn ns (a 20 al i n tand p 0 a s c ositi 9 t o 19 73 ; g ) t n . he p u o r ing e l v vi e b ds S ol a of def len s e se en , to ngh b i ce o nition ce u be f t aa s so (a an un a cie s l ne d ders of o note the t gativ y a ( d d W tod produc s s e r ulf e the defin s a s w abs h t - the hi e ti en ch on oi v r ce educ i s - of s of till peac), A - war o c c val i d r id and but today g n ni po d t ir o , te e p n u t l a G ct nce ea vio ce of a not - nd pea g s ’ only n ce aïve d n e r e f f i and d The e p - guar robl se i t idea em i t a d us pe n o s redu ac f em , rom e, phasize ctions. s t fa ruct nta tr al ural sies the gui violence of din s ocial om g at idea - char lar E and du s ge. ac such c socia at ter t i o on as the l for j organ u inte stice. pe ac at rnatio ized e re m d l ust a ucing na ck l draw qu of sytem the ires o violent n a d ce an n a m n it d - ona to s t ructure s r t s l oc polit i n i v i ety in g s soci ca in r o f l heren ac al e c a e p tion pre s truces t se d nce ir a n o l ectd o l a n a . e f to vio c a e P b . s e s y e le ov nce e erc a e p er e h T are o - me e c to e c n e s b a n e m e v o m by depl sci hu ous - y o nes roted f t a e p h s e b v a a e c lon e b n a g u o r n o c e. d The d e m r i f t t h ela h e borat a ex b peri u o t es e h ed t en y b on c es t n I a t hrou he of c h t h fact n a the gho e e g a e th ut t l r t a h at i ad n y pe 1 ult c e b o 9 ace n 0 7 i g li - n fe. co , s mu s uld p i st n e c a e not b d o o h d l i h c e p a e s e r art ma jo o f hc r r a pr d n a l ifelon oblems a co c n o nstru g n i t l c ear ur se u ctive coner ren n i ng tly ma pr fa o ing ner cing c es be pe s re huma of a duced ce deali i s nit bas te n in y n g ed p d with art ue on to by th the of s e e ys ducat v ide te mi c iole a nce tha ion. t pr io n . 72 Educ ob le revista española de pedagogía It of año LXXI, nº 254, enero-abril 2013, 71-86 recogni ms ed u at io an d ca t n z e io n ca n s E tha d c u to on t t a ov e thes ly n o i rc om ing r o f a re e c a e p of c - on di s i tio ns t e h o c t n C ub i r hr i s to - ph WU L F revista española de pedagogía

año LXXI, nº 254, enero-abril 2013, 71-86 73 … e c a e P s d r a w o t n o i t a c u d E . d l r o W t a d e z lic as i l a b onf od c to o l G Cul tural of a - t ty ders a h n i t li vs. un s bi e p conce be e gea i c n ity - th o or tal f to t n e m p o l e n must e d n e chan ipr t s n Me nt v e D rec ral i l a b o s bute g ne zatio n a n - l g it ge rld ci lue pr e, con b o w t obali i contr m u H oW van im the ut d t is Gl of h c o e- a

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places and produce contradictory results. mulated as historical and cultural anthro - They have different objectives and deci - pology. Thus defined, anthropology must sion-making structures and are organized set itself the task of elaborating a body of in networks, like rhizomes. They do not knowledge that makes a contribution to im - run parallel in space or time and they are proving human beings’ understanding of subject to a wide variety of different dy - themselves and the world and takes cul - namic forces. They are multi-dimensional tural diversity into account (Wulf 2010, and multi-regional and deeply rooted in 2013) . This anthropological knowledge must the centers of neoliberal capitalism. The include a reflection of its historicity and cul - dominance of a globalized economy over turality, thus providing a frame of refer - political life and the globalization of ence for education in such a way that the an - lifestyles by means of the increasing pres - thropological perspective is included. If we entation of experience as images in the are to grasp the situation of human beings new media help to bring about changes in adequately today, we also need, for example, the way we work. All this has been ac - to understand the historical and cultural companied by a decline in the influence of coordinates of globalization. the individual nation states, while cultures have become increasingly permeable and Living conditions in the 21st century homogeneous, resulting in the develop - are strongly influenced by the struggle be - ment of new ways and spheres of life. tween the uniformity of globalization and movements which emphasize cultural dif - The question arises as to what this ference and diversity. This includes the scenario means for education and to what conflicts between the global and the local, extent education takes these developments the universal and the singular, tradition suitably into account. Whatever the case and modernity, the spiritual and the ma - may be, there is now a strong need for dis - terial, necessary competition and equal op -

6 cussion in education about the develop - portunities, short-term and long-term re - 8 - 1

7 ment of and changes associated with glob - flections, the rapid spread of knowledge , 3 a 1 í alization. This discussion is leading to a and the limitations of our human capacity 0 g 2 o l g i partial re-organization of ways of educa - to cope with this (Delors 1996; VENRO r a b d a - e tion, with an associated reduction in the 2009). o p r e e

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X The challenges of globalization have ence the Other. Neither people nor cul - a X t L s i made it necessary to conduct a thorough in - tures can develop satisfactorily if they can - o v ñ e r a vestigation into the conditions of human not mirror themselves in others, if they life as they stand today. This is the task of do not engage and influence each other. a contemporary anthropology, which can no Both cultures and individuals are formed longer be reduced to ethnology, philosophi - through exchange with others. Reciprocal cal anthropology or anthropological issues in exchange processes allow relationships to the historical sciences, but must be refor - develop between people and broaden the 74 revista española de pedagogía

año LXXI, nº 254, enero-abril 2013, 71-86 75 … e c a e P s d r a w o t n o i t a c u d E . d l r o W d e z in i l a b ence i o l G a per n i ex e t a d e r c an o t - ives l t n e m p o l e l u t n a c t r ir n o v e D the p m i a e p o n a f - o s i e r r u E ns t i o m u H t , t a zo n

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d e p o d n a r a w o g o l a – n w s l e v e d n a y e e r o n k u t i l a v a h e h t n o t l u c o s e t r i t a r y r u t i e t i r n g i e r n r h t o f e t s e t l a o t o t e W r e c u d d e l s i g n i d r e v s e s e n a h o c c a e h e h t W - f o h c i h c . s d e g d w u j – e p x m r o e n g n i e m s i s i h b t r t d o t e l p e d c i r t n e c p u o e p o g o l r a g e r e v o t i l t d n a o n o t y g e t l e c n d n i a e r a f e a r t s s e e r h d a d n o h t u t l u d c e s d e d a r g e c d n a e h r e e r T a - h t o y n e y t i l a u e h t . e u l a v c o g l e , n a o i d i v i d s i h - n i u q e s t a t T e f o . t n r i h g e t s i h g n i e b h t i w a e W s a n i n f o o s e o g e s s t r e t n a h t f a e r c n i e c o m s n a i r t s t n e m p o l e v e d d o c e t n e c n a h t e h t l a o g e o t u d d e y t a d o l e l i v i d m n i p m e s i n o i t r e s i r t y e h t s s s a d r g e t a - f l o f r a e s r t s d n a t m e e t s t s i l an d r i h t n r to e d a u d i v i h T le d - . e t s e W n i r o y t c o t also a y d has t i r e n a - l t l a e r i n u m m o c ch cu r u t l u whi c , he e c u d e r t o sm n r e t o t e r of a entri s e W s on f o e i g ati e n o - ethnoc alu t a r i t a a z t s i l erv a u l a v r e und b o l g v e s e h t o f o to ng f o di s c i le s t ac m a spon bst c e f f e o y re n y d ll e e h an fu T h t t i e . s u n i fr e r t n s u t e r t n sity constitut e d u a p p a t s diver l l f and I y i t s e ural h t lt . ) 6 0 0 today 2 cu f l , s m s ion th t u W t c a wi ; 2 p m ng i 0 0 2 i n a h c e m e l e deali k r i e h t s e r h t e c u f o e M / f l d e r o e r a t u W ( e m o c e . r b w a o y t i l i e t e h t b of e a O s e e h t v a h h t m o c e b sse n i f o - a g n proce de o i t s t n e d u s, t s , t h g i m are p e c r e area n o i e p t l, a ang ny e h t ta h s ma c u d e n o exc capi ture n I in of c and struc oli - that er e de unter ar ow symb p aw l d eing es enco b circulation s ba an - o e n al, gl th u tio roces of p force - by ela contact, neq r rk u o cul r - e d work these lly we D mew an of po rmined he y. e ra t f - te insica ics e ted r im stor s, h eopl a i t t p d h am int i l uc n n and e i so een dy ar ial ocesses prod e ots con d etw - pr ro b e Th an by r s . ch mater within ei ed mov su th n ur ting e y goods both ket occ rmi r av y mee e h t man ma to nder the at They st th i . hat l ty, nge t s i lead e l ta ips t i ip a d c p u sh a fa ity an nsh c eq n i by the l atio alter ures d e t e e u te rel c f i th n e al sp ue or th l ef wi nf i er s ted e materi th tu ter ar d n sti an ou on es. c r nc e e nce nts tu r e e a ul te ri m c s d re xpe omo n r e a tu l p the e cu To pl so to o al y. al pe t and tr r ri s e e e en nts. c ti th e alt e o s i f ci sc h o e es So r ol wit s a tu ad l s u d act c n a d nt e v l e s n co an e f r o y le d m e h b l t op hi c pe d n tions f r o a t ac s e - the nt r r e o m i e s i th pme d n u o h h T el g y l n v u o o de . s e r n a u thr that c t l e l u c nd p ans a d n to a o e P me by s s g n ve ted imits l ec i e b sel l f r e e r it n a r a ou m is g re n u h w r o wi the t H e h no a k of t o th ty. t a ri es re c a th te s en al i e aw i f - o pl be per ha g c n ex di me must e’s g e on w rstan rin and de ept igge un r cc own t a r t u kn s i o u to e o h t th le ith o t ib s to w r ss e le em po p w s xt. o th e n a e p nte o l a uc c ed her r e v on r s i ot g e s s at n e i r th a nd s r e g n e a pe r e - ism r t s r h de n f o T f o er ? d ff e y t i t r di own e t l ’s at s u r e a ’s t th e on ne n o h t f o r a stio e by e e b nc n e o qu t sed ri ca ri pe rp x y a w e ents e su ev g n O the n e h t ch n eli o e t u Su f d o b ., a ns. o i.e base y t i cti s a ss, e d es. r d nn o i r u c an ig tu gs e d n n a t ul n a c s r li e d y t i n fe a - e d n u l i b i o le ex wn t o e op x e l f to e pe d l b a r ee e - e b n e t o m o o e t oth r p xp r f w e o e d s ty, ty i r o hi ri T n i ter te l ing a al , s u ess. n th i h T elop gn w ev - ei d ge er r for p ga fo n n s e the ow si d a r b - an om e ou a fr ag e el nc tes fe e eng tu d ri e l pe an th nsti k re co in e entra c ce th wh n of e to r, - s ri i ex ity l the l a e O c b abi n nti e a the h c de t f e i o es n- th e o nc n e tiv c ri and the pe spe ty nd ex ith vi a w ti ch i u ew nt S n e ens . s s m i ce t tan ha ease w or cr n to i mp i n to pe o e ted b c to pe ss e in ad re Christoph WULF

unknown. In turn, this results in a better has no control over the preconditions of ability to bear complex situations men - the situation in which the decision is made. tally and emotionally without acting out Regarding environment, for example, the stereotypes. Obviously, these options for individual is able to make conscious deci - personal development can also be sub - sions, but he or she has little influence on verted into their opposites. In such cases, the societal macrostructures that really the encounter with cultural variation is determine the quality of the environment. met by violent action aimed at reducing difference to sameness. Because such ef - The increase in the inscrutability of forts mostly fail, a vicious circle of con - the world leads to an increase in the un - stantly escalating violent action ensues, certainty of the individual , who must tol - which results from mimetic processes of erate the difference between him- or her - mutual imitation (Wulf 2005). self and the Other. In this situation, uncertainty and insecurity become central A consciousness of the non-identity of characteristics of life in society. On the the subject constitutes an important pre - one hand, they originate in the world ex - requisite for openness toward the Other. In terior to the person; on the other hand, the confrontation with foreign cultures, they trace back to the interior of the person with the other in one’s own culture and and ultimately to the interrelationship be - with the foreign in oneself, the capability tween the interior and exterior. Facing is to be developed to perceive and think this situation, there are many attempts to from the perspective of the Other. This make this uncertainty bearable through change in perspective makes it imperative ostensive certainties. However, these cer - to avoid the reduction of the foreign to the tainties do not help to regain the lost se - own. An attempt is to be made at sus - curity. Their validity is relative and arises pending the own and experiencing it from primarily from the exclusion of alterna -

6 the perspective of the Other. The objec - tives. What is excluded is determined on 8 - 1

7 tive is the development of heterological the one hand by the psychological and so - , 3 a 1 í thinking . Its focus is on the relationship of cial constitution of the individual and, on 0 g 2 o l g i the familiar and the foreign, of knowing the other hand, by the societal power struc - r a b d a - e and not knowing, and of certainty and un - tures and processes of setting and exclud - o p r e e

n certainty. As a consequence of de-tradi - ing values, norms, ideologies and dis - d e , a l

4 tionalization and individualization as well courses. These processes often lead to the o 5 ñ 2 a

º as differentiation and globalization, many otherness of the Other not being noticed p n s , e I

X things taken for granted in daily life are and the closing of the mind to the possi - a X t L s i called into question and require individual bilities of perceiving and thinking from o v ñ e r a reflection and judgment. Nevertheless, the the perspective of the Other. liberty accrued to the individual as a con - Differentiation, Transgression, sequence of these developments does not represent a real gain in freedom. The in - Hybridity dividual often only has decision-making Within the scope of globalized educa - leeway in situations in which he or she tion, the terms differentiation , transfor - 76 Human Development in a Globalized World. Education towards Peace… mation and hybrid formation play a cen - cultural relations and constellations in the tral role in dealing with the foreign, the process. In order to understand these other and alterity. These terms are inter - processes, we need to make a thorough related. Their interconnectedness is obvi - analysis of their contexts, focusing on the ous (Audehm/Velten 2007). In education origin of the change or innovation in ques - from a transcultural point of view, it is tion. important to make use of these three con - cepts for the analysis of cultural phenom - 3) To understand our own time, the ena and relations: analysis of new hybrid cultural forms by means of difference and transgression is a 1) The concept of difference is impor - crucial issue. As communication and in - tant for creating boundaries and making a teraction between different countries be - contribution to rendering them dynamic. It come ever closer and faster, and economic, is not possible to form a national, cultural political, social and cultural exchange be - or European identity without differences. comes more intensive, more and more hy - Thus, for example, in the processes of in - brid cultural forms come into being. Homi clusion and exclusion that take place in rit - Bhabha (2004) first used the term hy - uals, differences are created which are cru - bridization to define cultural contacts in a cial for the performative character of the non-dualistic and non-essentialist way by rituals (Wulf et al. 2010). The category of describing them in terms of their function difference also takes on a special impor - of creating identity by means of a “third tance for understanding alterity. The ways space.” The third space is liminal; it is a in which heterogeneity and alterity are space in-between which emphasizes its dealt with are crucial to this cultural di - own in-between-ness. In this liminal space, versity, which is created by acts of differ - borders are subject to subversion and re - entiation (Wulf 2006). structuring and hierarchies and power re -

lationships are changed. The crucial ques - a ñ o

2) For the analysis of social and cul - tions are to what extent these processes L X X I r , tural developments, it is important to un - result from performative practices and e n v º i s 2

derstand processes of transgression . Trans - how these new forms of hybridization are t 5 a 4 e gression consists of overstepping the limits created. They are mixed forms in which el - , s e p n a e

set by rules, norms and laws on the one ements belonging to different systems and ñ r o o - l a a hand, and overstepping historically cre - contexts change their character in a b r d i l e ated boundaries on the other. These acts of mimetic process, leading to a new cultural 2 p 0 e 1 d transgression can be non-violent, but they identity. This identity is no longer consti - 3 a , g 7 o frequently also involve manifest structural tuted by distinguishing oneself from an - 1 g - 8 í 6 or symbolic violence. In dealing with cul - other, but in mimetically assimilating one - a tural diversity, boundaries are often trans - self to the other. gressed, leading to the creation of some - thing new. Transgressions change norms It should be evident that only if the and rules, ways of life and practices. They handling of cultural diversity is successful change and shift borders and create new will it be possible to prevent wars and re - 77 Christoph WULF

duce violence between people. Avoiding the economic system. In less developed war and violent conflicts, i.e., creating and countries, the term is used mainly with maintaining living conditions that are rel - reference to efforts to ensure the provision atively free of violence, is the decisive pre - of basic services and education with the requisite for successful human life. This is aim of catching up with the more devel - why education for peace is a central re - oped countries. The goal of education for quirement of global learning. sustainability is to enable people to ac - Education for Sustainable tively design an ecologically sane, eco - nomically productive and socially fair en - Development vironment, taking global aspects into The analysis of violence with the ob - consideration (Wulf/Newton 2006). jective of developing a commitment to forms of conflict resolution that are free of Sustainability is a regulative idea. violence must be directed not only at other Like peace, it can never be fully realized. people, societies and cultures. A task not Sustainable education is an important pre - less important for the survival of hu - requisite for the gradual realization of sus - mankind is analyzing violence exercised tainability and sustainable development. against nature and future generations As such, the teaching of history for educa - through the consumption of non-renew - tion for sustainability is directed at the able resources. Reducing this consumption individuals whose sensitivity and respon - by the development of education for sus - sibility it seeks to promote. To this end, it tainable development is part of that task. needs to start with existing structures and, The aim of sustainable development is to always bearing in mind individual and so - realize a continuous process of all-encom - cial conditions, to develop the creative abil - passing social change which is to preserve ities of young people. By this I mean the the quality of life of the current generation ability to shape their own lives and their

6 while securing the options of future gen - own environments in accordance with the 8 - 1

7 erations to create their own lives. Sus - premises of sustainable development. To , 3 a 1 í tainable development has come to be rec - do so, they need to be able to learn from 0 g 2 o l g i ognized as a way of improving individual concrete problems, study their contexts r a b d a - e life chances and of promoting social pros - and prepare reflective action. Education o p r e e

n perity, economic growth and ecological for sustainability implies a reflective and d e , a l 4 safety. critical understanding of education and a o 5 ñ 2 a

º readiness to participate in relevant indi - p n s , e I Agenda 21, ratified in 1992, led to the X vidual and social learning processes. To a X t L s i implementation of the world decade for this end, minimal standards for studies of o v ñ e r a sustainable development by UNESCO sustainable development need to be devel - (2005-2014). The aims that were pursued oped in accordance to the multiple per - in this decade differed according to world spectives of sustainability. region. In Europe, working towards sus - tainability means first and foremost ef - Education for sustainable development fecting an ecologically motivated change in should contribute to the establishment of 78 Human Development in a Globalized World. Education towards Peace… social justice regarding nations, cultures, dren through a fundamental shift in the world religions and generations. Alongside perspective of education. This shift should the promotion and refashioning of the en - not be limited to formal school education. vironment and economic conditions, the A transcultural education for sustainabil - central principles of sustainability also in - ity oriented toward peace and social justice clude global responsibility and political is a continuous life-long task that is part of participation. With these goals, which go the formal educational system, profes - far beyond protection of the environment sional education and continuing education and its resources, the teaching of history as well as informal education. for education for sustainability takes up ideas that were prepared in the 1970s Learning in a globalized world is mul - (Wulf 1973, 1974). However, at that time timodal (Kress 2009) and takes into ac - there was little recognition of a need for so - count the following dimensions of learning cial justice between generations and of the (Delors 1996): learning to know, learning to growing importance of the task of con - do, learning to live with others, learning to serving non-renewable resources. be . The concept of multimodality refers to a learning taking place in many modes Multimodality of Learning: New that must be taken into account. Only Perspectives of Transcultural when this is successful does learning have lasting effects. Learning is synesthetic, Learning meaning that it occurs not just through A learning oriented toward a better one sense, but through several senses. Im - understanding of the Other and toward a ages, sounds and touch play a central role. reduction in violence against other people When development of language and imag - and future generations, will also have to ination is at the center of learning, its develop innovative forms of learning. In a foundation in the senses takes on great long-term perspective, an education for significance. Concepts are enhanced by a ñ o sustainability oriented toward peace and perceptions and imagination can deal with L X X I r , social justice leads to a far-reaching re - material from the senses in a creative e n v º i s 2

form of the educational system. If one manner (Hüppauf/Wulf 2009). t 5 a 4 e wants to at least partially realize these , s e p n a e

objectives which, due to their general and In realizing a complex multimodal ñ r o o - l a a comprehensive nature, cannot be fully learning process, four perspectives play a b r d i l e achieved, then this goal must also include prominent role: mimetic learning, perfor - 2 p 0 e 1 d changes in curricula and teaching meth - mativity of learning, inquiry, i.e. explo - 3 a , g 7 o ods. In teaching curricular areas that are rative learning, and rituals of learning and 1 g - 8 í 6 important for these questions and for in - communication. a terdisciplinary integration of these per - spectives into the education of the coming Mimetic Learning generation, it is not just a matter of mere Mimetic learning is a basic form of cul - conveyance of new content and knowledge. tural and transcultural multimodal learn - The objective is the empowerment of chil - ing. Mimetic learning involves the body 79 Christoph WULF

and the senses. In transcultural learning, be able to develop adequately in social or in mimetic processes are directed at people, personal respects . objects and facts of foreign cultures. In these processes, a “similarization” to the The fact that human beings differ from alterity of these non-self-contained cul - all other forms of life through their distinct tures takes place. It occurs due to the fact mimetic abilities is something that was that children take an impression, so to already recognized by Plato and Aristotle. speak, from the representations of foreign This idea was further elaborated in an ex - cultures and integrate it into their imagi - tensive anthropological study on the con - nary (Hüppauf/Wulf 2009). Through ception and history of mimesis mimetic processes, both an individual and (Gebauer/Wulf 1995) and on the signifi - a collective imaginary are created. Without cance of mimetic processes in the acquisi - mimetic representations, learning remains tion of culture (Gebauer/Wulf 1998, 2003). inanimate and does not enrich children’s Recent studies in primate research have imaginaries (Wulf 2007; Gebauer/Wulf shown that infants of eight months already 1995). The students’ mimetic learning re - command mimetic competencies that are lates to a foreign culture and to a teacher, more advanced than those ever attained by whose method for examining, analyzing primates (Tomasello 1999). Other recent and interpreting foreign objects is imi - studies on “mirror neurons” have shown tated. In this process, the students do not that cognition of situations related to ac - just copy the teacher’s interest and the tion display the same processes that can be way that he or she deals with the repre - observed during action itself (Rizzo - sentations of a foreign culture. When chil - latti/Craighero 2004; Iacoboni 2008). Last dren relate to the teacher mimetically, but not least, the “Berlin Study on Rituals” they develop their own approach to for - was able to show for all of the four central eign cultures, to the other and to alterity fields of socialization studied that mimetic

6 using the teacher’s behavior as a guide. processes are of central significance for 8 - 1

7 The teacher’s model of behavior is of major pedagogy, education and learning (Wulf , 3 a 1 í significance for the initiation and facilita - 2005; Wulf et al. 2004, 2007, 2010, 2011 ). 0 g 2 o l g i tion of the children’s mimetic learning r a b

d Learning as a Performative Process a - e processes. Mimetic learning processes are o p r e e

n not merely processes of copying; rather, When one speaks about the performa - d e , a l

4 they are creative processes of imitation in tivity of learning processes, the emphasis o 5 ñ 2 a

º which an expansion of the everyday-envi - is on their enactment, their performance p n s , e I and their reality-constituting quality. The X ronment takes place by having children a X t L s i relate to foreign people and the foreign relationship between physical and sym - o v ñ e r a world or other cultures in an autonomous bolic action is studied. Research has fo - manner. Mimetic processes not only refer cused on education and learning as to other people in face to face situations, processes of dramatic interaction, in which but also to imaginary actions, scenes and bodily and vocal action overlap, and where themes. Without reference to the Other social scenarios and mimetically circulat - and to foreign cultures, children would not ing processes of exchange are of prime im - 80 Human Development in a Globalized World. Education towards Peace… portance; they can be studied by way of Inquiry Learning ethnographic methods. The focus on the A modern understanding of education performative nature of these processes im - does not only mean learning facts, but also plies an understanding of pedagogy as learning how to learn, how to live together, practical knowledge and therefore an in - how to act and how to be (Delors 1996). terest in generating practical knowledge as Learning can make an important contri - a necessary means of pedagogic action. bution to the implementation in the school of an interdisciplinary mission that does Teaching and learning are not merely not just convey subject-specific interrela - cognitive processes; they are also social tionships of knowledge. For example, social processes in which interactions between life and the associated extracurricular ex - students play a prominent role. In learn - periences play an important role in the ing, bodily processes are more important education of young people. In these than is generally perceived. An analysis of processes, young people can learn to be in - gestures in the context of interaction dur - dependent and operate in a self-reliant ing instruction shows the extent to which manner with others in the community. Us - learning and education are managed ing the rituals of cooperative learning, stu - through facial expressions, gestures and dents learn to rely on themselves to man - posture (Wulf et al. 2011). Three aspects age their learning processes. Ritualistic of the performativity or education are cen - arrangements help here in the acquisition tral in three explicit ways. Firstly, educa - of practical knowledge regarding how to tion is a historical and cultural perform - learn independently. Inquiry, i.e. explo - ance. This means that depending on the rative learning is of particular importance historical and cultural context and the here. This form of learning strives during associated traditions of school culture, ed - learning to learn how one learns. Inquiry ucation differs in the different societies learning requires time and a thorough ex - and cultures. To a large degree, these tra - a amination of material to be discovered, ñ o ditions determine which performative op - L

structured and interpreted. This means X X I r , tions exist for transcultural learning. Sec - integrating mimetic, performative and poi - e n v º i s 2 ondly, in education and learning, etic modes of learning in order to create in - t 5 a 4 e language is often performative and a , tensive learning experiences (Wulf 2003; s e p n a e

mode of action. John Austin (1979) made ñ Wulf et al. , 2004, 2007, 2010, 2011 ; Wer - r o o - l a a this clear when he showed how important ler/Wulf 2006; Suzuki/Wulf 2007). b r d i l e the performative character of speech is 2 p 0 e 1 d for communication and interaction. 3 a Rituals of Learning and , g 7 o Hence, it is important to pay attention to 1 g - 8

Communication í 6 this dimension in education. And thirdly, a the performativity of education has a sen - To a great extent, schools are ritual in - suous or aesthetic dimension that needs stitutions. School rituals, therefore, also to be considered in the process of teaching play an important role in transcultural and learning (Suzuki/Wulf 2007; learning. They range from singular cele - Wulf/Zirfas 2007). brations to repetitive school macro rituals 81 s o ci al se m ciall io t i c y ap or pro ie nt tur ach e d e. i t ndi Th o le ese v arni id m ual ake ri ng t uali an . sen d z ad ati se a n vanc on f d o r s e m t su e hi the vidu o h t pp s fo o o d rt al rm o l the te c i g o rr f fl ito s le l a o exi arn - ri a l al bl t i , e ng u t i te ri mpo e d cul tua tr ansf - ral a e p p a liz at , e co r ions to nte r m ac t nt-related ai o t ti hat n ve co le i nc n a c rn Me ern rea ing. t s h i n e o So dol t i nd his f t og e s i - c r way i ho call a nd ol y f r mo , r om it i nst te u r e a k achi l ru n s owl ct c an ng io e n d an be f o g can l u c s e d m g l r earni ad e s p u o r u t hi f t l a mo c ng ect i o ts d n a un v n re f te orm e de f a r l ch ex a s d n e g rst s i ibl o i t of ng ood lear e. - r e t s n en an rad as n ce p s d d n a in iti a i c i f i c e a n g soci onal nd . sta I c e l n fro s al n t elf t r o p r u t h d da m activ e no i s n e m i -cont r me open e d , s i i zed eh t re ity rol. cre r p w t w si rans v o or ases learni Lear tua tio hos k d e d i sit f e in e ni r ng u tr ns f e r o a r o f n le an f t g pro ion e c xib k r a i - nowl n s e v i r e d u t ces ilit of n a sc s ho proj y e g se ed r a p t n ca ol n e m ge - ’ s n are is a t t i ser e p e d n i u c o l o c s t p i a l ve , ni oi c e l c i t e i o p r eti ti to ated t a dn e v i c t t st r t n e - an ood . k s a t a i t sition n a nd o as n d . sup r e p ritual t i W i R as - t r o f a u h we t a m acti l h t ll i e n a ritua o - ev i s d i a n tra a nd f o ns liza ac cultura r i tion a u t compl learni l pla l i ng lear shed y a cult ni t centr ion as n g r o F s. res is al und r in e h t ole. n e er s ch t c a v e d Learnig - ols, e m l e m p o t n ri e r tua r b e b m e m t n e g n i ls f o and h t r o f w , r a d o m i t l u m hic d n a h e n child w s o h w f f o r o l re m r e s m n p s i c n a m r o f r e dentify f o f o be a t c a c ha - n o i vio w ith e , r. s u a c g a m i a , Th dn w eir hi e s e c t p a d a h corp a they r a h c d n or s n o i t a e h c s al t c a pr d e z i r e t a m ac v a h d n a tic a e es y b c a s e g n a h creat g e b r i e h t s a n i i d o m i n m a n y d n i g n dl i h c f d n a i chil . d e c i dren , s n a i R w a u t e hc i h a . d n la nd s l tions a h T adu d n y e n o i t hi lts i r ps er a u t ar Th f o between l a e ro p m i a z i c onf ugh in o i t i l i g r c re med sn a t i h t child n gula e d c u use a d r o l r t s rity en te u wel r s r e mpts a a sc an l pl nd h h t n k a d ol y b t a to repti o et a e l w ri wee p pla p e s e h t r tu ro omte g d ys c a n e mi a ti n ls e on . a ne fo a r p , ro F ce t the r fo wh n t u m m o c th rms c i t c tr rol er re e al fo e e p - s e of rma r r i mie n ol om in i n e. t a e r c th sa tive q . y t I e - u ble t ti emrgnc i i ry c s ritu .e r e w o P at . c p Educa lea i on er on al ve fo rn pea pra o r rg f - ma r t co ion a l e ce en ctices of n i tive mun c a o i t i e e t n s d on , r mu i h s n th i t c a a en su t at ity th - lt tai sta o sp imo e Ap perf n work Other i on n n a a d a orm rt al bi o d s f con f l ed e rom u m m o c i by ty, an d ucat u di t s e i d w ca th ti th ay on ti i i on, s e n i on i n For s of i symbol s a c fre w to i per n n o i t h c i h th w t e d ures a e isp - of r , c ic d r e l i h c v h t ea th t a c n i c and ol e onte - ti e en n e r d n o i o er c va n clas functi c lu e and - t c e b an e h s. of s e v a dea m d m o o on Ritua their f ai for s s e li nte h t qu an n a g i e i ls n enc nan t n d w r o con c e i ero p ri reat th c r ce l - a of stiu u l .e c th of og t l th so e u living i com c e r ns te O al l a va th th and g thi d e rious er ener un e . t a c u n soci In to ki i mark - ations l n earn th th o i al g n e .n i a s i struc t fi design, n i he w ar ng ca d a e e m u n nc p y, a cu - e ass ag e. nco c e ltu o du mp str comp H o r ur res - en e uc s u etnc ag betw e c emo tu in et e, e e v e d 82 re

revista española de pedagogía me n e to nie t d y r e and

año LXXI, nº 254, enero-abril 2013, 71-86 c e r in d mb n h ev s an bre i r - y a n g o a er e se nd d suc lo aks s l - in i p n o i t of s l a u t pre h he g and t s as th a t -C n a re - e f o a hris n i nnu le s a d c i n oming c u cr d r a l c - tmas t l al ea g n i z i u th s s e r si nroll a i s n ta h t l ev g i i d s e t ents, in ment r e v a d n sig co ti e i s y c n mp to , - ty t g y r . the l ad u e d n a In f o x ta vi at io g b o l t i e sk. ti w C s o n a hr n of cer A i t a z i l i to s s to the - a the ph ,n o r esu d O WU i de ut ver l vel L t l o T ok F si o f , y a d o ty pme the o f t a c u d e nt c ultr of c i e u n o s, l tu e k a m r a l id s en a - o c t n ub i r - Human Development in a Globalized World. Education towards Peace…

HÜPPAUF, B. WULF, Ch. (eds.) (2009) Dynamics and Perfor - the future of humankind, it is imperative mativity of Imagination. The Image between the Visible and to introduce into the educational system the Invisible (New York, Routledge ) (German edition 2006). perspectives of an intercultural education for sustainability that is oriented toward IACOBONI, M. (2008) Mirroring People: The new science of how the values of peace and social justice. we connect with others (New York , Farrar, Straus and Giroux ). Address of the Author: Prof. Dr. Christoph Wulf, Freie Universität Berlin, Faculty Educational Science and KRESS, G. (2009 ) Multimodality. A social semiotic approach to Psychology, Head of the Department of Anthropology contemporary communication (New York , Routledge ). and Education, Arnimallee 11, 14195 Berlin, Germany. RIZZOLATTI, G./CRAIGHERO, L. (2004) The Mirror-Neuron Sys - Received: 2.VI.2012 tem, Annual Review of Neuroscience 27, pp. 169–192.

References SENGHAAS, D. (ed.) (1995) Den Frieden denken. Si vis pacem, AUDEHM, K./VELTEN, R. (eds.) (2007) Transgression – Hybri - para pacem (Frankfurt/M , Suhrkamp ). disierung – Differenzierung: Zur Performativität von Gren - zen in Sprache , Kultur und Gesellschaft (Freiburg, Rom - SENGHAAS, D. (ed.) ( 2000) Frieden machen (Frankfurt/M. , bach) . Suhrkamp ).

STEVENSON, N. (2003) Cultural Citizenship. Cosmopolitan AUSTIN, J. L. (1979) Zur Theorie der Sprechakte (Stuttgart , Questions. Issues in Cultural and Media Studies (Berkshire , Reclam ). Open University Press ). BHABHA, H. K. (2004) The Location of Culture (London/New SUZUKI, S. , WULF, Ch. (eds .) (2007) Mimesis, Poiesis, Perfor - York, Routledge ). mativity in Education (Münster/New York, Waxmann ). DELORS, J. (ed.) (1996): Learning – The Treasure within (Paris, TOMASELLO, M. (1999) The Cultural Origins of Human Cogni - UNESCO ). tion (Cambridge/Mass , Harvard University Press ).

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tainable Development . Conference Report and Collection - l a a furt/M, Suhrkamp ). b r of Essays (Bonn: VENRO ). d i l e 2 p 0 e 1 d GEBAUER, G., WULF, Ch. (1995) Mimesis. Culture, Art, Society WERLER, Th., WULF, Ch. (eds.) (2006) Hidden Dimensions of 3 a , g (Berkeley, University of California Press ). 7 o

Education (Münster/New York, Waxmann ). 1 g - 8 í 6 a GEBAUER, G, WULF, Ch. (1998) Spiel – Ritual – Geste. Mimetis - WULF, Ch. (ed.) (1973) Kritische Friedenserziehung (Frank - ches Handeln in der sozialen Welt (Reinbek, Rowohlt ). furt/M. , Suhrkamp ).

GEBAUER, G. WULF, Ch. (2003) Mimetische Weltzugänge. WULF, Ch. (ed.) (1974) Handbook on Peace Education Soziales Handeln – Rituale und Spiele – ästhetische Pro - (Oslo/Frankfurt/M,. International Peace Research Associ - duktionen (Stuttgart , Kohlhammer ). ation, Education Committee). 83 Christoph WULF

WULF, Ch. (2002) Anthropology of Education (Münster/New WULF, Ch. , WEIGAND, G. (2011 ) Der Mensch in der global - York, Lit ). isierten Welt. Anthropologische Reflexionen zum Ver - ständnis unserer Zeit. Christoph Wulf im Gespräch mit WULF, Ch. (2003) Educational Science: Hermeneutics, Empir - Gabriele Weigand (Münster , Waxmann ). ical Research, Critical Theory (Münster/New York, Wax - mann ). WULF , Ch., ZIRFAS, J. (eds.) (2007) Die Pädagogik des Per - formativen. Theorien, Methoden, Perspektiven (Wein - WULF, Ch. (2005) Zur Genese des Sozialen. Mimesis, Perfor - heim,Basel, Beltz ). mativität, Ritual (Bielefeld , Transcript ).

WULF, Ch. (2006) Anthropologie kultureller Vielfalt (Bielefeld , Summary: Transcript ). Human Development in a Globalized WULF, Ch. (2007) Une anthropologie historique et culturelle. Rit - World. Education towards Peace, uels, mimésis sociale, performativité (Paris , Téraèdre ). Cultural Diversity and Sustainable WULF, Ch. (2008) Friedenskultur/Erziehung zum Frieden, in Development. GRASSE, R., GRUBER, B. , GUGEL, G. (eds.) Friedenspäd - agogik: Grundlagen, Praxisansätze, Perspektiven (Reinbek , Human development in a globalized Rowohlt ), pp. 35-60. world needs education towards peace, cul - tural diversity, and sustainable develop - WULF, Ch. (ed.) (2010) Der Mensch und seine Kultur. Men - ment. First, education for peace must draw schliches Leben in Gegenwart, Vergangenheit und Zukunft on central guiding ideas such as the grad - (Köln, Anaconda ). ual reduction of manifest and structural vi - WULF, Ch. (2012 ) Anthropology. A Continental Perspective olence and improvement of social justice. (Chicago , Chicago University Press ). Second, the competence to cope with cul - tural diversity has to be developed in the WULF, Ch. et al. (2004) Bildung im Ritual. Schule, Familie, Ju - globalized world. The third task impor - gend, Medien (Wiesbaden, Verlag Sozialwissenschaften ). tant for the survival of humankind consists WULF, Ch. et al. (2007) Lernkulturen im Umbruch. Rituelle of analyzing and reducing violence exer -

6 Praktiken in Schule, Medien, Familie und Jugend (Wies - cised against nature and future genera - 8 -

1 baden , Verlag Sozialwissenschaften ).

7 tions through the consumption of non-re - , 3 a 1 í newable resources. Education for 0 g WULF, Ch. , et al. (2010) Ritual and Identity. The Staging and 2 o l g i sustainable development has come to be

r Performing of Rituals in the Life of Young People (London, a b d a - e Tufnell ). recognized as a way of improving individ - o p r e e

n ual life chances and of promoting social d e ,

a WULF, Ch. et al. (2011) Die Geste in Erziehung, Bildung und l 4 prosperity, economic growth and ecological o 5

ñ Sozialisation (Wiesbaden , Verlag Sozialwissenschaften ). 2 a

º safety. Learning is multimodal and takes p n s , e I

X WULF, Ch., KAMPER, D. (eds.) (2002) Logik und Leidenschaft into account the following dimensions of a X t L s i (Berlin , Reimer ). learning: learning to know, learning to do, o v ñ e r a learning to live with others, learning to WULF, Ch., MERKEL, Ch. (eds.) (2002) Globalisierung als Her - be. The concept of multimodality makes it ausforderung der Erziehung. Theorien, Grundlagen, Fall - studien (Münster,New York , Waxmann ). clear that learning takes place in many modes that must be taken into account. WULF, Ch., NEWTON, B. (eds.) (2 006) Desarrollo Sostenibile Only when this is successful does learning (Münster ,New York , Waxmann ). have lasting effects. Mimetic learning in - 84 revista española de pedagogía

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experiencias de aprendizaje. En gran me - dida, las escuelas e instituciones están ri- tualmente organizadas . Los rituales esco - lares, por tanto, también desempeñan un papel importante en el aprendizaje tran - scultural.

Descriptores: mundo globalizado, edu - cación para la paz, diversidad cultural, de - sarrollo sostenible. 6 8 - 1 7 , 3 a 1 í 0 g 2 o l g i r a b d a - e o p r e e n d e , a l 4 o 5 ñ 2 a º p n s , e I X a X t L s i o v ñ e r a