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How can we think of the “aura” of (sacred) contexts and (sacred) works? How to think of individual and collective (esthetic/religious) experiences? What to make of the manipulative dimension of (religious and esthetic) “auratic” experiences? Is the work of art still capable of mediating the experience of the “sacred,” and under what conditions? What is the significance of the “eschatological” dimension of both art and religion (the sense of “ending”)? Can theology offer a way to reaffirm the creative capacities of the human being as something that characterizes the very condition of being human? This Special Issue aspires to contribute to the growing literature on contemporary art and religion, and to explore the new ways of thinking of art and the sacred (in their esthetic, ideological, and institutional dimensions) in the context of contemporary culture.

aesthetic --- harmony --- n/a --- beauty --- Gerhard Richter --- haptic --- Cologne Cathedral window --- secularism --- iconography --- Strip --- aesthetic experience --- iconology --- retro-avant-garde --- photography --- Augustine --- concepts: image --- Franciscan theology --- faith --- post-secular --- intentionality --- aura --- theurgy --- freedom --- authorship --- Magdalene --- contemporary painting --- mysticism --- wonder --- belief --- sacred --- art --- Vermeer --- chance --- abstract painting --- sensory experience --- skepticism --- digital imagery --- reading/readers --- aesthetics --- rhythm --- book(s) --- culture --- sentience --- Jerome --- ratio --- Art and religion. --- Postsecularism. --- Post-secularism --- Post-secularity --- Philosophy, Modern --- Religion --- Secularism --- Art --- Arts in the church --- Religion and art --- Religious aspects

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Lifelong learning and education is a key concept for the development of adult education as an area of practice and theoretical consideration. In recent decades, meanwhile, the idea of lifelong education and learning has been central to the guidance of various international organisations of many countries. Das erklärte Ziel des Buches, Studierende an kritische Auseinandersetzungen mit Bildungspolitik heranzufuhren, wird gut umgesetzt. Das Buch überzeugt durch einen klaren Aufbau und eine Fokussierung auf zentrale Inhalte [...].Zudem liefern Lima und Guimaraes etwas, das von Studierenden in der Regel geschätzt wird: Siebeziehen Positionen, die Ansatzpunkte für Auseinandersetzungen liefern. Insofern ist das Buch als Studienlektüre empfehlenswert. Katrin Kraus, In: Report 2/2012 Das Buch von Lima und Guimaraes ist ein zutiefst politisches Bekenntnis zu einer Bildung, die im Interesse von Humanität, Demokratie und Emanzipation gerade in heutiger Zeit ihren Wert hat. Es ist lesenswert, weil es diese Position - und das ist der Funktion als Studientext geschuldet - vom Grundsatz ausgehend entfaltet. Ekkehard Nuissl, In: Report 2/2012 Das Buch von Lima und Guimaraes ist ein Beispiel gelungener europäischer Erwachsenbildungswissenschaft. Arthur Schneeberger, In: Report 2/2012

Adult education, continuous learning --- Adult Education --- Adult Learning --- Lifelong Learning --- Unesco. --- Europe. --- Europe --- Educational and Cultural Organization of the United Nations --- Irgun le-ḥinukh, madaʻ ve-tarbut shelyad ha-Umot ha-meʼuḥadot --- I͡U.N.E.S.K.O. --- I͡Unesko --- Lien ho kuo chiao kʻo wen tsu chih --- Lien ho kuo chiao yü kʻo hsüeh wen hua tsu chih --- Munaẓẓamat al-Umam al-Muttaḥidah lil-Tarbiyah wa-al-Thaqāfah wa-al-ʻUlūm --- Munaẓẓamat al-Umam al-Muttaḥidah lil-Tarbiyah wa-al-ʻUlūm wa-al-Thaqāfah --- NUB, Bolovsrol, soël, shinzhlėkh ukhaany baĭguullaga --- Organisation der Vereinten Nationen für Erziehung, Wissenschaft und Kultur --- Organisation des Nations Unies pour l'éducation, la science et la culture --- Organização das Nações Unidas para a Educação, a Ciência e a Cultura --- Organizacija ujedinjenih nacija za obrazovanje, nauku i kulturu --- Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura --- Organizacja Narodów Zjednoczonych ds. Edukacji, Nauki i Kultury --- Organizat͡sii Obʺedinennykh Nat͡siĭ i I͡UNESKO --- Organizat͡sii͡a Obʺedinennykh Nat͡siĭ po voprosam obrazovanii͡a, nauki i kulʹtury --- Organizat͡sii͡a Obʺedinennykh Nat͡siĭ po voprosam prosveshchenii͡a, nauki i kulʹtury --- Organizat͡sii͡a po voprosam prosveshchenii͡a, nauki i kulʹtury --- Ounesko --- Prosvetitelʹnai͡a, nauchnai͡a i kulʹturnai͡a organizat͡sii͡a Obʺedinennykh Nat͡si --- Qaṅgkār Qápraṃ Vidyāsāstr nin̊ Vappadharm nai Sahaprajājāti --- Saṃyukta Rāshṭra Śaikshika, Vaijñānika, aura Sāṃskr̥tika Saṅgaṭhana --- U.N.E.S.C.O. --- Unesko --- United Nations. --- United Nations Educational, Scientific, and Cultural Organization --- United Nations Organisation for Education, Science, and Culture --- United Nations Organization and UNESCO --- United Nations Organization for Education, Science, and Culture --- YaTabābarut mangeśtāt yatemhert yabāhlenā yasāyns dereǧet --- Yūnask --- Yunésko --- Yunesuko --- Yūnisk --- Organisation des Nations Unies pour l'éducation, la science et la culture --- ユネスコ --- 国際連合教育科学文化機関 --- Organización de las Naciones Unidas para la educación, la ciencia y la cultura --- United Nations educational, scientific and cultural organization --- Verenigde Naties. Organisatie voor onderwijs, wetenschap en cultuur --- EU countries --- Euroland --- Adult education --- continuous learning --- I͡U.N.E.S.K.O. (Irgun le-ḥinukh, madaʻ ve-tarbut shelyad ha-Umot ha-meʼuḥadot) --- Prosvetitelʹnai͡a, nauchnai͡a i kulʹturnai͡a organizat͡sii͡a Obʺedinennykh Nat͡siĭ --- U.N.E.S.C.O. (United Nations Educational, Scientific, and Cultural Organization) --- Yūnaskū --- Yūniskū --- United Nations Preparatory Educational, Scientific, and Cultural Commission --- International Institute of Intellectual Co-operation --- League of Nations. --- Intellectual Co-operation Organisation