Adorno suggested that his listeners see as a humanistic need for a post-totalitarian society to spread in its cultural space through the education the each person's understanding of own guilt for the Auschwitz tragedy. In this work, which Theodor Adorno read as a report on Hesse Radio on April 18, 1966, the previous theme of special importance – the cultivation of a new, anti-ideological education in post-totalitarian society as a means of humanistic educational influence on this society – was continued. The Ukrainian translation of the work of the German neo-Marxist philosopher Theodor Adorno "Education after Auschwitz" is dedicated to the 75th anniversary of the liberation of prisoners of the Nazi concentration camp Auschwitz. A commonality amongst the three described methods is the ‘unfinished’ and unorganised nature of what is transmitted, requiring the receptor to actively participate in the differentiation and reorganisation of information in a way that makes sense to him/her. We describe a trilogy of methods used for such knowledge exchange activities with three distinct audiences, and distinct goals.
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We reflect on the context of sharing ‘difficult knowledge’, knowledge that is encountered and shared in a post-colonial context of unequal power dynamics. In this essay, we reflect on how certain basic principles of action research, more notably ontological authenticity and educative authenticity can penetrate the process of knowledge exchange, creating spaces of ontological contamination and transformation. Criteria of authenticity are generally used to assess the quality of research. Perhaps the most promoted methods for this purpose are those described as Indigenous methods and action research. Researchers in the field of Aboriginal health generally have a keen interest in ‘participating in change’ to address the ongoing injustices experienced by Aboriginal peoples. A commonality amongst the three described methods is the “unfinished” and unorganised nature of what is transmitted, requiring the receptor to actively participate in the differentiation and reorganisation of information in a way that makes sense to him/her. We describe a trilogy of methods used for such knowledge transfert activities with three distinct audiences, and distinct goals. We reflect on the context of sharing “difficult knowledge”, knowledge that is encountered and shared in a post-colonial context of unequal power dynamics. In this essay we reflect on how certain basic principles of action research, more notably ontological authenticity and educative authenticity can penetrate the process of knowledge exchange, creating spaces of ontological contamination and transformation. Researchers in the field of Aboriginal health generally have a keen interest in « participating in change » to address the ongoing injustices experienced by Aboriginal peoples.
![tower of trample yvonne guide tower of trample yvonne guide](https://attachments.f95zone.to/2019/11/463477_Cobra.png)
![tower of trample yvonne guide tower of trample yvonne guide](https://attachments.f95zone.to/2020/05/681658_681115_arar_ara_pies.jpg)
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