Michael Baum

Michael Baum (born March 14, 1968 in Landstuhl / Pfalz ) is a German literary and cultural scientist .

Career

Tree studied from 1988 to 1993 at the Ruprecht-Karls-University of Heidelberg , the subjects German and history . After the first state examination, he completed the preparatory service for the higher teaching post and between 1995 and 2001 worked as a teacher at various high schools in Baden-Württemberg. From the winter semester 2001/2002 he was a student assistant at the University of Education in Karlsruhe , and from the summer semester 2003 junior professor for didactics of German teaching at the University of Koblenz-Landau . Since the summer semester of 2006 he has been Professor of Modern Literature and Literature Didactics at the Karlsruhe University of Education. Baum received his doctorate in 2002 with a thesis on Alfred Döblin's novel Berlin Alexanderplatz at the Ruprecht-Karls-Universität Heidelberg.

Focus of work

In literary theory , Baum works on basic questions of text theory and interpretation , in particular on deconstruction . His literary interests also include authors from the romantic as well as modern / postmodern circles ( Heinrich v. Kleist , ETA Hoffmann , Novalis , Alfred Döblin , Thomas Mann , Arno Schmidt , Paul Celan , Thomas Bernhard ). Baum has repeatedly asked the question of the relationship between survival and literature. In literary didactics, he researches the paradoxes of the justification of literary didactic knowledge as well as intermedial literary didactics (especially text-image relationships).

Publications (selection)

• Contingency and violence. Semiotic structures and narrated world in Alfred Döblin's novel "Berlin Alexanderplatz". Würzburg: Königshausen and Neumann 2003.
• The scary voice. On the audio book adaptation of Klaus Mann's story "Speed" (1940). In: Der Deutschunterricht 56, 2004, pp. 39–49.
• Derrida's mother tongue. A contribution to the educational discussion. In: Literatur im Studium 6, 2005, pp. 93–106.
• Storms "sea beach" and the limits of interpretation. In: Baum et al. (Ed.): 1955–2005: Emil Staiger and the art of interpretation today. Bern 2007, pp. 243–260.
• The margins of educational theory. In: Forming oneself is nothing other than becoming free . Linguistic and literary education as a challenge for literature lessons, ed. by Gerhard Härle and Bernhard Rank. Baltmannsweiler 2008, pp. 21-37.
• Impossible possibilities. Educational scenes in the long 19th century. In: Wirkendes Wort 58, 2008, pp. 53–69.
• The uninterrupted dialogue - its participants, mediators and censors. In: Derrida and after? Literary theoretical discourses of the present, ed. by Gregor Thuswaldner. Wiesbaden 2008, pp. 13–31.
• The repressed paradox or why literary didactics forgot about deconstruction. In: Cultural Theoretical Contexts for Literary Didactics, ed. by Michael Baum and Marion Bönnighausen. Baltmannsweiler 2010, pp. 107–123.
• Survival in friendship. Thomas Bernhard / Jacques Derrida. Vienna: Passages 2011.
• Literary understanding and non-understanding. Cultural theory and literature lessons. In: Taschenbuch des Deutschunterrichts. Vol. 2, ed. by Volker Frederking et al. Baltmannsweiler 2013, pp. 102–125.
• Change of look and thinking game. The picture book viewed in terms of media philosophy. In: Questionable picture book. Change of view, mind games, educational potential. Munich 2013, pp. 23–34.
• Reading - teaching - failure. In: The demands of literature as a challenge for literary teaching. Theoretical Perspectives in Literary Didactics, ed. by Nicola Mitterer et al. Frankfurt / M. et al. 2016, pp. 69–83.
• Resistance to literature. Deconstructive readings on literary didactics. Bielefeld: Transcript 2019.

Individual evidence

1. ^ Karlsruhe University of Education: Michael Baum. Retrieved March 1, 2019 . 
2. ^ Transcript: Baum, Michael. Retrieved March 1, 2019 .