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Bei dieser Studie handelt es sich um den Versuch, Offenen Unterricht als Integrationsraum didaktischer Gegensatze zu bestimmen und zugleich eine Einordnung gangiger Erscheinungsformen in dieses Modell zu leisten. Auf der Grundlage systemtheoretischer Uberlegungen kann man sehen, dass Offener Unterricht kein Extrem fur schulische Organisation darstellt. Vielmehr zeigt sich, dass padagogische und organisatorische Offnung stufenweise erreicht werden kann und dass auf diese Weise Lernwege in heterogenen Gruppen entstehen, wie sie am ehesten im skandinavischen Schulsystem gegangen werden."

"Participation in the Munstersche Vorlesungen zur Philosophie 2005 was an honor and a genuine intellectual pleasure for me. The symposium, with all its contributions by the Munster faculty and students, was a wonderfully valuable experience. I can hardly do justice to its spirit of free discussion, or adequately express my thanks, by these short replies. But I think that they will testify clearly to the stimulation the symposium provided and to how much I learned from this exchange." Bas van Fraassen

For many Muslims, the textual sources of Islam provide the guiding principles on which they base their beliefs. These texts have also been studied by Western scholars of Islam for centuries. Most of their work has focussed on the historicity of the texts, often at the expense of the study of Muslims' highly diverse interpretation and application of these sources in everyday life. This volume provides new insights into the transmission of these sources (primarily the Qurʾān and the Ḥadīth) and combines this with the dynamics of these scriptures by paying close attention to...