Jona Rosenfeld

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Jona Rosenfeld, winner of the Israel Prize for Social Work 1998

Jona Michael Rosenfeld (born November 30, 1922 in Karlsruhe ) is a German-Israeli social pedagogue and psychoanalyst . He was a professor at the Paul Baerwald School for Social Work at the Hebrew University of Jerusalem and was a visiting professor at the Alice Salomon University in Berlin . At the Myers-JDC-Brookdale Institute , he founded the Learning from Success program , which subsequently found international recognition and application. In 1998, on the 50th anniversary of the founding of the state, he was the first to receive the Israel Prize for Social Work, the highest award of the State of Israel .

Life

Jona Michael Rosenfeld was born in Germany in 1922 as the youngest of three sons and first grew up in Karlsruhe. His father was a lawyer. His early childhood was significantly influenced by Elisabeth Roberts, a nanny who was committed by his parents and who, through her special care, shaped Rosenfeld's later conviction of the reciprocity of interpersonal relationships. In addition, Elisabeth had given him an interest in and openness to other cultures, because even though the parents, according to Rosenfeld's statement, were Zionists , they had not shied away from employing Elisabeth, a Christian, to raise children.

After Rosenfeld had moved to Berlin with his parents and his two brothers in 1930, he attended the Theodor Herzl School directed by Paula Fürst . It was "one of the first" Montessori schools , was burned down in 1938 and its director was murdered in 1942 in a concentration camp . At the age of eighty-four, Rosenfeld and 34 classmates took part in an alumni meeting in Berlin.

In 1925, the parents traveled to Jerusalem because they wanted to attend the opening of the Hebrew University , but also because the father wanted to explore possibilities for a later relocation. The decision to leave Germany for good was made shortly after the beginning of 1933, after Rosenfeld and his parents had to witness on the balcony how thousands of Nazis marching past on the street downstairs shouted the storm soldier song : “If Jewish blood splatters off the knife, then it's twice as good ”.

Shortly afterwards, the father set off for Palestine with Rosenfeld's brothers Jakob and Immanuel . In order to run the household, the mother stayed with Jona in Berlin. In August 1933, mother and son traveled by train to Basel and, after a boat trip from Genoa , reached the port of Haifa on September 15, the eve of the Jewish New Year .

At the age of 49, Rosenfeld married his partner Ruti. He has two daughters and five grandchildren. Rosenfeld lives in Jerusalem .

Professional background

After graduating from high school in Jerusalem, Rosenfeld graduated in Social Sciences and Mental Health in 1947 . A year later he successfully completed his studies at the London School of Economics and Political Science in 1948 and returned to Israel, which had been founded after the end of the British mandate for Palestine in May 1948 and was now in the middle of the War of Independence . Immediately upon arrival, he was taken to a military transit camp, where he was able to persuade an officer not to send him to a training camp to prepare for combat operations. Instead, his proposal was accepted to participate in the treatment of traumatized soldiers in the psychiatric department of the Haifa Military Hospital .

In 1954, Rosenfeld graduated from the Hebrew University of Jerusalem with a bachelor's degree in sociology and received his doctorate in 1962 from the University of Chicago . A year earlier he had become a Senior Teacher . Further stations in his professional career were the position of Senior Lecturer in 1967 , in 1973 he became Associate Professor and in 1986 Full Professor. In 1991 he retired .

Even after his retirement, Rosenfeld remained committed to the idea of social inclusion and was professionally active into old age.

Act

In his book From exclusion to reciprocity , published in 2016, Rosenfeld described the great influence his own experience as an outsider had on his later work. He experienced himself as an outsider with his Jewish origins in the growing Nazi Germany , but also as a child of Zionist parents in the emerging Israeli state. He saw it as logical that, as a social pedagogue, he finally opened up areas of work that were not in the mainstream .

As a social worker, Rosenfeld made it a point not to explain the world, but to change it. In doing so, he referred to his friend Israel Katz :

"As long as there is one child who cries at night and nobody hears him, ours is not a humane society."

"As long as even one child cries at night and is not heard, we cannot call our society humane."

- Israel Katz : From exclusion to reciprocity

At the beginning of his professional career, Rosenfeld worked as a social worker at the Lasker Center for Mental Health and Child Rearing of the Hadassah Medical Organization in Jerusalem and also at the Child Guidance Clinic there. He is the founder of various organizations in Israel. These include the National Council of Schools of Social Work , the Association of Social Workers and the National Council of the Child .

The tasks that Rosenfeld set himself in the course of his career made him a pioneer in various professional fields. He was the first full professor at the Paul Berwald School of Social Work at the Hebrew University of Jerusalem and was sometimes referred to as the "father of Israeli social work education". In addition, Rosenfeld was the first mental health officer in the Israeli army. In 1998, on the 50th anniversary of the founding of the State of Israel, he was the first to receive the Israel Prize for Social Work for his research , which was founded in 1953 and is considered the highest state honor.

One focus of his work was dedicated to working with Holocaust survivors and he was involved in the child and youth alijah . Rosenfeld built partnerships with various organizations that care about disadvantaged families. His research interests focused on neglected children and their families, on extreme poverty and on the question of how aid organizations can improve their services so that parents learn how to raise their children well enough ("good enough parenting"). A corresponding research project was carried out at the University of North Carolina at Chapel Hill . In addition, together with the Israel Ministry of Education , he developed a program that was launched in 55  high schools and was intended to improve the school development of children - "Learning from Success: Transforming Schools into Learning Organizations".

Rosenfeld's work was sponsored by the United States Department of Health, Education, and Welfare and presented at a United Nations conference . This brought him into contact with the ATD Fourth World movement , which he joined. ATD stands for All Together for Dignity : together for human dignity .

Rosenfeld's interest in improving the situation of people who are excluded and have to live in poverty meant that, although he knew how to use his psychoanalytic knowledge for practical and socio-educational action, his main focus was never purely psychoanalytical-therapeutic Activity sought. “It can get better when both learning and generosity are present,” was a deep conviction that carried him through all of his projects.

university

From 1974 to 1979 Rosenfeld was Dean of the Paul Baerwald School at the Hebrew University of Jerusalem. He stayed there as a professor until his retirement in 1991.

In addition, Rosenfeld was honorary professor at the Alice Salomon University in Berlin for many years . It was there that he initiated the Learning from Success initiative in the early 1990s . For a long time it became “an important specialist exchange for specialists from the city and from Germany”, then fell asleep and started a new beginning in 2013 - co-initiated by Reinhart Wolff .

Learning from Success (LFS)

From the very beginning of his professional life, Rosenfeld was convinced that people could not only learn from their mistakes, but and especially from their successes. This rather unusual in its infancy conviction led to the development of a program that he learn from the success ( LFS for Learning from Success called). He began his studies on this subject in the late 1960s. In the period that followed, his program was adopted by many state organizations, but also by volunteer organizations and self-help projects. At the same time it was also introduced in the ATD Fourth World .

Rosenfeld developed training for so-called learning companions , who are not necessarily social pedagogues in their basic occupation, but often. He trained organizations - voluntary NGOs as well as government organizations - to enable them to develop their own programs tailored to their specific needs. For example, he designed a special course for the Israel Defense Forces to enable their training department to create suitable training programs. In addition, he developed programs for schools so that weaker students also have opportunities for advancement.

Rosenfeld's Learning from Success (LFS) program should not be confused with the behaviorist concept of learning from success . While the term learning from success was developed within the framework of learning theories , the concept of learning from success makes use of basic psychoanalytic assumptions. The special thing about it are the social roles that are available for all involved. Both the helpers and those seeking help take on the role of those who receive and at the same time provide help by way of the "mutuality of relationships", as Rosenfeld understands it. This enables an encounter at eye level and eliminates possible feelings of superiority on the part of the helpers and feelings of inferiority on the part of those seeking help.

Rosenfeld developed the first ideas for this program in the early years of his professional career, when he worked for five years in a so-called Well Baby Center . There he trained nurses and was able to observe how first-time mothers were all the more likely to find their very own kind of motherhood and infant care the more the nurses managed to break away from rigid guidelines for care and to acquire “professional autonomy ” . In this way, both sides found access to self-determined learning.

In the early 1990s, Rosenfeld became a member of the Myers-JDC-Brookdale Institute (MJB), founded in Jerusalem in 1974 . It is an NGO that is committed to social science research in various fields of practice and supports organizations in promoting their target groups as best as possible and on the basis of scientific knowledge. After joining the institute in 1991, Rosenfeld founded his own department for learning from success .

Within the framework of this program, practical knowledge is conveyed as well as their theoretical basics and know-how for influencing political decisions. This seemed particularly important to Rosenfeld because he was convinced that social work would have to fail if it did not interfere politically and influence decisions at the same time.

Learning from success involves collaborative learning that is based on reciprocity. New learning methods are intended to help social institutions to provide those in need with high quality offers. The program first tries to create environmental conditions in organizations that promote collaborative learning. A distinction is made between three interrelated types of collaborative learning. The so-called "retrospective method" should help to learn from past successes. There is also another so-called “prospective method”. It should set a learning process in motion in order to be able to recognize and describe an unsolved problem in its meaning, to draw conclusions and implement them, and finally to try out the results of the implementation and to measure the success. The third method is called “Learning for Learning for Action”, which in the broadest sense could be translated as “Learning to overcome standstill”. It is important to introduce a continuous process of reflection on the learning process, i.e. to deal with the question of how what has been learned can be applied and further improved and how stagnation can be prevented.

Over the years, the Myers-JDC-Brookdale Institute has produced around 1,400 publications from various research fields of social work, including in collaboration with Rosenfeld on learning from success . Some of the publications are compiled in a separate bibliography with the publications from 2010 to 2014. German-language works also refer to Rosenfeld's concept, such as the handbook for conversations in day care centers .

“The idea that not only individuals but also organizations are capable of learning emerged in the early 1960s and established itself over the course of the 1980s. Since the 90s, organizational learning has been an indisputable management model in all disciplines that operate in organizations, which is used for quality assurance and improvement. "

- Poyraz Hannutoglu : The learning organization in social work (2016)

In her book, Hannutoglu's overview refers to the concept of learning from success and, in addition to Rosenfeld, to Donald Schön . Both would have “significantly shaped the concept of the learning organization in the US discourse”.

In a lecture that Rosenfeld gave in Berlin in September 1996, he described the concept of learning from success as a "key to getting out of the mess " and at the same time a way of "promoting user-friendly social work". The concept was further developed by him over the years and under the influence of his research work. Convinced of its success and in the hope of making a contribution to alleviating the plight of children and disadvantaged adults, Rosenfeld took every opportunity and traveled “through Israel and the whole world to promote this agenda”.

Sometimes Rosenfeld's concept found its way into other disciplines. For example, Karlheinz Ortmann, social pedagogue and sociologist at the Institute for Social Medicine and Medical Psychology at the Free University of Berlin compared general practitioner care in some central aspects with professional social work, "to which experimental general practitioner action shows striking parallels". He borrowed elements from Rosenfeld's concept, in particular to reduce “quality risks”.

In Berlin, the concept of the learning organization was further developed by the educational scientist and sociologist Reinhart Wolff . In 2002, Wolff held a symposium of the Land youth welfare office of Westphalia-Lippe, which the subject 's good that we talk to each other ... invited a lecture on Dialogic quality development - on the way to learning organization . Following Rosenfeld, he pointed out that “quality development as an impulse to change practice” must be more “than an instrumental process”. Rather, it is important to promote a “creative new invention of practice”, which “relies on dialogue with all those involved”, in this way overcomes “too 'simple' concepts of changing practice” and leads “out of confrontations”. Rosenfeld was also convinced that participation and diversity were essential.

Based on Burkhard Müller and completely in agreement with Rosenfeld, Wolff described "organizations of social work that are interested in real quality development" with four central characteristics. They have to be “educationally friendly” and need trained employees in every respect, “because only they are capable of a balance between self-confidence and self-critical distance”. They would need to be “error-friendly” and reward taking risks rather than punishing them. In addition, they would have to be “ dissent-friendly ” because the quality of social work depends significantly on the ability “to think from a multiple perspective and to expose contradicting viewpoints and their own logic without losing one's own line”. After all, it has to be “people-friendly” and maintain a “patient, humorous professionalism” despite all the expected stress tests.

Rosenfeld worked at the Myers-JDC-Brookdale Institute until 2017 . When he retired, Sarit Elbow succeeded him.

Groups in conflict

OFEK

In 1985, a group of scholars from various disciplines founded an organization in Israel to study group and organizational processes with the help of the group relationship conference procedure specially developed at the Tavistock Institute in London . It is based on the concept of learning from experience , combining elements from the theory of open systems by Fred Emery with different techniques as the psychoanalysis were developed. A non-profit organization emerged from the group of scientists , which was founded in January 1990 by Rosenfeld together with Shmuel Erlich , Mira Erlich-Ginor, Yigal Ginath, Vivian Gold, Rafael Moses , Rina Moses-Hrushevski and Avi Nutkevitch under the name OFEK ( Hebrew אופקfor Horizont ) and then formally registered. The OFEK was intended for the task from the beginning, in Israel group relationship conferences to plan, organize and carry out. At the same time, it is a community of those interested in these topics. The founding members considered such an organization particularly necessary in Israel, because there membership in groups and the associated identifications organize social life in a special way.

Group relationship conferences

Members of the PCCA
Jona Rosenfeld: back left

Rosenfeld was one of the founding members of the Nazareth Conferences and from the beginning was part of the international group of psychoanalysts who supervised these conferences. From this group of supervisors emerged the members of an NGO building on the experience of the Nazareth conferences , which they named Partners in Confronting Collective Atrocities (PCCA) . Here too, Rosenfeld was one of the founding members.

Based on the concept of learning through experience , which Rosenfeld accompanied his entire professional life, the Nazareth Conferences set themselves the task of making the consequences of the past of the Holocaust for Germans and Israelis tangible in the presence of the other group, the individual and to understand collective implications and at best to gain transformative influence on them. As a result, Palestinians were accepted into both the supervisor group and the participant group and the task was expanded to include the intercultural conflicts associated with it. With the establishment of the PCCA and due to the encouraging results of the previous conferences, the group of participants and the associated tasks have been expanded once again. The PCCA is dedicated to past and present national and international conflicts that lead or threaten to lead to a destructive escalation. The aim of these conferences is to help the participants to better understand these global conflicts and to open up the possibility of a more hopeful future for them.

Publications

Rosenfeld is the author of more than 100 publications. He has written five books. In the 1960s, he presented the first poverty study in Israel.

In 2000 Rosenfeld published a book together with a person who was formerly affected by severe poverty, which is dedicated to the question of how normal people and families can successfully escape extreme poverty and how social institutions can help to overcome exclusion . His co-author succeeded. This publication is of particular importance for von Rosenfeld's work, because overcoming poverty and racism have been one of his central concerns from the very beginning of his professional career. Twelve case studies describe how successful alliances can be built. In addition, the implications for theory and research, but also those for professional and political engagement against extreme poverty at national and international levels, are discussed.

In 2009, Rosenfeld was asked by a delegation from the ATD to write a biography. In dialogue with Jean-Michel Defromont, this resulted in a book that was published in 2016. It tells of Rosenfeld as a person, of his life and his turn to the poorest and excluded in a society. It tells of his work, which was dedicated to the endeavor to open up ways for these people to participate. It is a special contemporary document because it bears witness to the history of the newly formed State of Israel from the author's personal perspective and at the same time to the history of developing social work in Israel and elsewhere.

Fonts

  • From exclusion to reciprocity. Learning from Success . In Dialogue with Jean-Michel Defromont. Hamilton Books. Imprint of Rowman & Littlefield, Lanham, Boulder, New York, Toronto, Plymouth, UK 2017, ISBN 978-0-7618-6798-2 (English, limited preview in Google Book Search - first edition: 2016).
  • Forming alliances - a task of social work . In: Hans-Ullrich Krause, Regina Rätz (Ed.): Shaping social work in dialogue. Theoretical foundations and methodological approaches to dialogical social work . 2nd, revised edition. Budrich, Opladen, Berlin, Toronto 2015, ISBN 978-3-8474-0198-8 , pp. 83-91 .
  • From Patronization to Joint Learning. The Way of Escaping Life in Poverty and Exclusion . In: N. Zion (Ed.): Marathon of Responses and Suggestions for Changes . Economic Program. tape 3 , 2003 (Hebrew).
  • The Contribution of the School of Social Work to the Delivery of Social Services that Contribute to their Users . In: U. Aviram (Ed.): Academic Social Work Education in Israel. Past, Present and Future . Cherikover Publishers, Tel-Aviv 2003 (English).
  • Social Justice, its Expression and Realization in our Lives . In: Hadea Harovahat . tape 32 , 2002 (Hebrew).
  • Learning from functioning practice. Introducing actionable practical knowledge for the work of social work . In: Hans-Ullrich Krause (Ed.): Finding a way. Discourse about successful social work. On the occasion of Reinhart Wolff's sixtieth birthday. Lambertus, Freiburg im Breisgau 1999, ISBN 978-3-7841-1189-6 .
  • with Robert J. Chaskin: Research for action. Cross-national Perspectives on Connecting Knowledge, Policy, and Practice for Children . Oxford University Press, Oxford, New York 2008, ISBN 978-0-19-531408-3 (English).
  • with Israel Sykes: Learning from Success. The Retrospective Method . Myers-JDC-Brookdale Institute, 2004 (English).
  • with Israel Sykes: Response to the Article: The Routine of Work with Deeply Distressed Families in the Social Services. Baselines for Professional Discussion . In: Society and Welfare . tape 22 , no. 2 , 2002, p. 223-227 (Hebrew).
  • with Bruno Tardieu: Artisans of Democracy. How Ordinary People, Families in Extreme Poverty, and Social Institutions become Allies to Overcome Social Exclusion . University Press of America, Lanham, New York, Oxford 2000 (English, limited preview in Google Book Search).

Awards

Web links

Remarks

  1. ↑ Rosenfeld was convinced that everyone had something to give. In this respect, he understood mutual interpersonal relationships to mean the fact that those in need are not just taking and helping people are not just giving. Instead, there would be taking and giving on both sides in a helping process.

Individual evidence

  1. ↑ Original text on the picture table (please note: the original picture was anti-reflective. As a result, a letter is missing in the 5th line that cannot be recognized in the original):

    יונה
    רוזנפלד

    חתן פרס ישראל
    בחקר העבודה הסוציאלית

    תשנ ”רופ 'יונה רוזנפלד הוא מחלוצי ומנהיגי
    העבודה ריל. הוא נמנה עם
    סגל בית הספר לעבודה סוציאלית ולרווחה
    חברתית על שם פאול ברוואלד באוניברסיטה
    העברית ירושליבן יי, יי, 1974 יב
    -19, יב, 1974. פרופ 'רוזנפלד היה
    הראשון שזכה בפרס ישראל לחקר העבודה
    הסוצ'אדסת על שום תרומתו הייחודית
    בתחומי מחקר, ווראה, עשדייה. לצד פעילותו
    האקדמית ומתוך נקודת מוצא של שותפות
    פעל ופועל למען זכויותיהן של אוכלוסיות
    חסרות המשאבים בישראל ובעולם. פרופ '
    רוזנפלד תרם לעיצובם של דורות של אנשי
    מקצוע בכירים המשמשים כחברי סגל בכיר
    באקדמיה וכן של מנהיגי המקצוע בתחומי

    העשייה השונים
    		   
  2. ↑ a b c d Learning from Success program founder Jona Rosenfeld recognized by the University of Chicago for his contributions to the field of Social Work and Social Services. In: Myers-JDC-Brookdale. November 27, 2011, accessed January 29, 2018 .
  3. ^ Jona Rosenfeld: From exclusion to reciprocity. Learning from Success . In Dialogue with Jean-Michel Defromont. Hamilton Books. Imprint of Rowman & Littlefield, Lanham, Boulder, New York, Toronto, Plymouth, UK 2017, ISBN 978-0-7618-6798-2 , pp. 1 (English, limited preview in Google Book Search - first edition: 2016).
  4. ^ Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. 2
  5. ↑ a b c Marcus Franken: Theodor Herzl School. Island of security . In: Jüdische Allgemeine . October 12, 2006 ( juedische-allgemeine.de [accessed October 14, 2017]).
  6. ↑ 'Theodor Herzl School': memorial plaque commemorates the Jewish school . In: Der Tagesspiegel . November 1, 2000 ( tagesspiegel.de [accessed October 6, 2017]).
  7. ^ A b Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. 3
  8. ^ Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. 5
  9. ^ Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. 4
  10. ^ Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, Introduction S. XV
  11. ^ A b Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. 23
  12. ↑ a b Prof. Jona Rosenfeld. The Baerwald School of Social Work and Social Welfare, accessed on October 6, 2017 .
  13. ↑ a b c d e f g Jona Rosenfeld. 2011 Recipient of the Edith Abbott Award. The University of Chicago. School of Social Service Administration, 2011, accessed October 7, 2017 .
  14. ^ A b Christine Labonté-Roset: Social work as a human rights profession . Lecture at the conference “Nice German? Civil society approaches in dealing with ideologies of inequality ”. Dresden April 15, 2016, p. 11 ( weiterhaben.de [PDF; 733 kB ; accessed on October 15, 2017]).
  15. ↑ a b The Israel Prize. Prof. Jona Rosenfeld. The Baerwald School of Social Work and Social Welfare, 1998, accessed on October 17, 2017 (English): “The Israel Prize is the most important and prestigious prize of the State of Israel. It was initiated in 1953 by the then Minister of Education, Benzion Dinur, and has been bestowed continuously since then. "
  16. ↑ a b c Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. X
  17. ^ Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. Xi
  18. ^ Former school Deans. Hebrew University of Jerusalem, accessed October 17, 2017 .
  19. ↑ Invitation: Ways of dialogical quality development in child protection or when is child protection work successful? 2013 ( pfad-bv.de [PDF; 90  kB ; accessed on October 6, 2017]).
  20. ^ A b Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, Introduction S. Xiii
  21. ^ Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. 29
  22. ^ A b Professor Jona Rosenfeld Retires. In: Myers-JDC-Brookdale Institute. December 1, 2017, accessed January 29, 2018 .
  23. ^ Myers-JDC-Brookdale Institute. Home. Retrieved January 29, 2018 .
  24. ^ The Unit for Learning from Success and Ongoing Collaborative Learning in Human Service Organizations. (No longer available online.) In: Myers-JDC-Brookdale Institute. Archived from the original on September 18, 2017 ; accessed on October 22, 2017 (English). Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. With further literature.  @1@ 2Template: Webachiv / IABot / brookdale.jdc.org.il
  25. ^ The Publications Unit. In: Myers-JDC-Brookdale Institute. Retrieved October 22, 2017 (English).
  26. ^ Myers-JDC-Brookdale Publications List. January 2010 - April 2014. (PDF; 594 KB) (No longer available online.) In: Myers-JDC-Brookdale Institute. Archived from the original on December 11, 2015 ; accessed on October 22, 2017 (English). Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / brookdale.jdc.org.il
  27. ^ Dörte Weltzien, Anne Kebbe: Handbook of conversation in the day care center . Herder, Freiburg, Basel, Vienna 2011, ISBN 978-3-451-32287-7 ( google.de ).
  28. ↑ a b Poyraz Hannutoglu: The learning organization in social work. A transfer of the management model to social services . Grin Publishing, Munich, Ravensburg 2016, ISBN 978-3-668-17068-1 ( jpc.de [accessed October 23, 2017]).
  29. ^ Karlheinz Ortmann: The family doctor as inventor. A practice-oriented location . In: Social Sciences and Professional Practice . tape 22 , no. 3 , 1999, p. 272 ( ssoar.info [PDF; 918 kB ; accessed on October 22, 2017]).
  30. ^ Karlheinz Ortmann: The family doctor as inventor. A practice-oriented location . In: Social Sciences and Professional Practice . tape 22 , no. 3 , 1999, p. 267 ( ssoar.info [PDF; 918 kB ; accessed on October 22, 2017]).
  31. ^ Karlheinz Ortmann: The family doctor as inventor. A practice-oriented location . In: Social Sciences and Professional Practice . tape 22 , no. 3 , 1999, p. 269 ( ssoar.info [PDF; 918 kB ; accessed on October 22, 2017]).
  32. ↑ Reinhart Wolff: Dialogical quality development - on the way to a learning organization . In: Landesjugendamt Westfalen-Lippe (Ed.): Communications LJA WL 152/202 . Münster June 27, 2002, p. 63 ( lwl.org [PDF; 105 kB ; accessed on October 23, 2017]).
  33. ↑ Reinhart Wolff: Dialogical quality development - on the way to a learning organization . In: Landesjugendamt Westfalen-Lippe (Ed.): Communications LJA WL 152/202 . Münster June 27, 2002, p. 67 ( lwl.org [PDF; 105 kB ; accessed on October 23, 2017]).
  34. ↑ Collaborative learning to celebrate Prof. Rosenfeld. In: Myers-JDC-Brookdale Institute. January 13, 2013, accessed January 29, 2018 .
  35. ↑ Merrelyn Emery: The Current Version of Emery's Open Systems Theory . In: Systemic Practice and Action Research . tape 13 , no. 5 , 2000, ISSN  1573-9295 , pp. 623-643 (English).
  36. ↑ OFEK. History. Retrieved October 5, 2017 .
  37. ↑ About OFEK. Retrieved October 5, 2017 .
  38. ↑ H. Shmuel Erlich , Mira Erlich-Ginor, Hermann Beland: Satisfied with tears - poisoned with milk. The Nazareth Group Conferences. Germans and Israelis - The past is present . With a foreword by Archbishop Desmond M. Tutu (=  Hans-Jürgen Wirth [Hrsg.]: Library of Psychoanalysis ). Psychozial-Verlag, Giessen 2009, ISBN 978-3-89806-765-2 , p.  33 .
  39. ↑ a b PCCA. Partners in Confronting Collective Atrocities - Working with the Impact of Societal Conflict. Retrieved October 15, 2017 .
  40. ^ A b Jona M. Rosenfeld, Bruno Tardieu: Artisans of Democracy. How Ordinary People, Families in Extreme Poverty, and Social Institutions become Allies to Overcome Social Exclusion . University Press of America, Lanham, New York, Oxford 2000 (English, limited preview in Google Book Search).
  41. ^ Jona Rosenfeld: From exclusion to reciprocity. Learning from Success. 2017, p. IX
personal data
SURNAME Rosenfeld, Jonah
ALTERNATIVE NAMES Rosenfeld, Jona Michael (full name)
BRIEF DESCRIPTION German-Israeli social pedagogue and psychoanalyst
DATE OF BIRTH November 30, 1922
PLACE OF BIRTH Karlsruhe