Research focus

The content on this page was translated automatically.


The projects of FB 02, gathered under the guiding theme environmental humanities, bundle humanities and cultural studies research approaches to sustainability in its ecological, political, historical, linguistic and cultural dimensions. In a transversal and integrating perspective, postcolonial and indigenous approaches are taken up and cultural-analytical, environmental-anthropological and artistic approaches are combined.

From a philosophical point of view, the blind spots of an application-oriented sustainability research limited to concrete-technical approaches are made visible through basic theoretical reflections on the human-nature relationship. The research and teaching projects draw on the wealth of natural philosophical and biophilosophical approaches, take up impulses from critical theory and philosophical anthropology, and intervene in current debates on climate, environmental, and animal ethics.

In addition, central to the Kassel research focus on sustainability is the focus region of Latin America, which is researched in close connection with the Centro Maria Sibylla Merian de Estudios Latinoamericanas Avanzados(CALAS) and the Centro de Estudios Latinoamericanos(CELA). Rhetorics and patterns of crisis (management) are topics, as are social inequalities and their manifestations in literature, discourse, and education.

Another focus is on education for sustainable development. Didactics of Languages explores sustainable development in teacher education and opens perspectives for transformations of teaching practice. This is advanced on the one hand under the keyword "Ensuring Inclusive and Equitable Education", and on the other hand with regard to digital transformation(s) in (foreign) language teaching.


Projects of the focus

Virtual Reality and Multilingualism: A Didactic Arrangement in University Teaching for the Professionalization of Future Foreign Language Teachers

Liquid Ecologies/Ecologies of the Fluid


Neuropsychological representation of gender

Linguistic coding of attitudes and beliefs

Interdisciplinary Materialism

Speculative natures. On the status of natural philosophy in current environmental discourse

Philosophy of animal research

Enactivism as biophilosophy?

Afrontar las crisis: Perspectivas transdisciplinarias desde América Latina

Confrontando las desigualdades en América Latina: Perspectivas sobre riqueza y poder

Natural history and extractivism in the colonial era: Latin America in focus



Prof. Dr. Claudia Finkbeiner

Prof. Dr. Liliana Gómez

Prof. Dr. Holden Härtl

Prof. Dr. Philip Hogh

Prof. Dr. Dr. Kristian Köchy

Dr. Francesca Michelini

Prof. Dr. Claudia Schlaak

Prof. Dr. Angela Schrott

Prof. Dr. Jan-Henrik Witthaus

The cross-philological linguistic research focus "System and Text" examines the interplay between language system and language use, with special attention to the interaction of routine and creativity. Texts - understood as oral or written linguistic actions - are analyzed in their historical and communicative situatedness. The basis for linguistic actions is the single-language, variety-related knowledge, which is modeled as a complex system of interacting subsystems. These subsystems are captured in their combinatorial potentials in order to explain the structural features of semantic-syntactic basic structures and their interpretation from both a single language and a comparative language perspective. Corresponding interface topics are explored in their implications for the systemic understanding of language as well as for concerns of multilingualism, foreign language acquisition and language learning in schools.

Projects of the focus
- Basic Syntactic Structures of New High German. On the grammatical foundation of a reference corpus of New High German (GiesKaNe)
- The representation of motion events: An empirical investigation of grammatical and cognitive factors determining the conceptualization of motion components
- Reference to names: Quotation and the lexicon-pragmatics interface
- Learner Language Constructions in Cooperative Teaching Settings: Status, Features, Functions

Prof. Dr. Vilmos Ágel
Prof. Dr. Karin Aguado
Prof. Dr. Olaf Gätje
Prof. Dr. Holden Härtl

This research focus stands for an interdisciplinary, culturally oriented textual science. Texts are understood as oral or written linguistic formations that constitute discourses that help shape a medially diverse society. The triad of text - discourse - society is studied from the perspectives of linguistics and literary studies.

From a linguistic perspective, linguistic phenomena are investigated against the background of social, political, economic, philosophical, religious, subject-related and scientific, artistic and everyday contexts. Language is examined as a medium with which humans shape the world. In doing so, patterns and traditions can be discerned in texts and discourses - taking multimodal factors into account. A special focus is on the relationship between language and cognition or the linguistic generation of knowledge and opinions in the public sphere.

From the perspective of literary studies, texts are examined on the micro level (structures, style, narratives) as well as on the macro level (in their relation to socio-cultural contexts). Both fictional and factual sign complexes are taken into account. These form (critical, affirmative, theoretical, practical) discourses in which a society reflects itself. Particular attention is paid to configurations of order and disorder, norm and subversion, tradition and rupture.

Projects of the focus
- The Stasi and the GDR subculture: operative attempts at decomposition
- Digital lexicography/word history(Wortgeschichte digital - WGd)
Art Communication (Center for Exhibition Studies/documenta Institute)
- Aesthetic Dimensions of the Normative in Literature and Art
- Pop as Discursivization of Knowledge Culture
- Animal-Human Narratives (Subproject in the LOEWE-focus "Animal - Human - Society")
- medieval gender discourses
- social normative discourses/censorship (Kassel List)
textual competence and textual complexity  (subproject in PRONET and PRONET2, Quality Offensive Teacher Education)
- discourses on crises and crisis management in Latin America (focus: social inequality, ecological transformation, regional identities, CALAS)
- Language in conspiracy theories (DFG project)

Prof. Dr. Andreas Gardt
Prof. Dr. Liliana Gómez
Prof. Dr. Stefan Greif
Prof. Dr. Michael Mecklenburg
Prof. Dr. David Römer
Prof. Dr. Nikola Roßbach
Prof. Dr. Claudia Schlaak
Prof. Dr. Angela Schrott

The interdisciplinary research focus is devoted to various constellations of narrative and knowledge from the perspectives of linguistics, literary studies, philosophy, and theology. Against the background of a complex research tradition (knowledge poetology, discourse analysis, epistemology, literature-and-science-studies, etc.), the aim is to explore in more detail the entanglements and negotiations of epistemic and narrative textual phenomena as well as transmedial narratives.

The textual encounters of narrative as a cultural activity and textual coherence-generating mode of representation, on the one hand, and knowledge as a historically dynamic and power-structured formation of analytically describable knowledge, on the other, take place in various ways, e.g., as correlation, reception, production, interdiscourse, medial passage, transformation, or subversion. In exploring the encounter between narrative and knowledge, the question is what happens when epistemically grounded propositional fields are shaped as sequences of events against the background of culturally available patterns of action or, conversely, narrative models structure scientific discourses or narratives generate world knowledge. In doing so, common dichotomies are to be questioned (factual/fictional; historical/literary; conceptual/narrative etc.).

Central to the research focus are epistemic-narrative interface phenomena on the level of textual content (e.g., dream knowledge, travel descriptions of foreign lands, scientific narrative, religious experience), textual structure (perspective as a mediating function of narratively mediated knowledge; use of tense), but also on the level of textual production and reception (historiography, prophecy, canon).

A common goal of investigation are strategies of authentication: patterns with which narrative texts of different genre, historical location, and thematic orientation claim to represent "reality" and with which concepts such as truth (claim), authenticity, and testimony are associated.

Projects of the focus
- Books and libraries as repositories of knowledge
- Travel narratives
- Contested Amnesia and Dissonant Narratives in the Global South: Post-conflict in Art, Literature, and Emergent Archives
- Poetizing Knowledge in Life Science and Philosophy
Dream-Knowledge in Literature and Film
Time, Film and Narrative
- mystical experience and the theological-poetological place of narrative
- political narratology of biblical historical works
- narrative/knowledge/gender in the early modern period
- tense, aspect, narration in Romance languages
- personal representation in the Latin American dictatorial novel

Prof. Dr. Susanne Bach
Prof. Dr. Daniel Göske
Prof. Dr. Liliana Gómez
Prof. Dr. Kristian Köchy
Prof. Dr. Stefanie Kreuzer
Prof. Dr. Mirja Kutzer
Prof. Dr. Ilse Müllner
Prof. Dr. Nikola Roßbach
Prof. Dr. Jan-Henrik Witthaus

Education, learning , and media are epistemic, categorical, and methodological guidelines of the teaching and research practices of the participating disciplines of philosophy, German didactics, English/Americanist foreign language teaching and learning research, and the didactics of religion.

Under the guideline of education in the sense of practices for the personal acquisition of reasonable self-determination, linguistic, discursive, and textual appropriation processes in formal and informal institutions are focused on. A special interest is directed at the standardization and economization of education forced by digitalization and its social consequences.

Under the guideline Learning as a central moment of life practice, the focus is on digital literacy in school and on theoretically conceptualizing the tension between the inertia of institution-bound school-literary learning relationships and the extracurricular digital-technical multimediaization of everyday culture and operationalizing it for empirical classroom research.

Under the heading of media , the focus is on media-supported teaching and learning arrangements and the question of which learning opportunities are opened up by digital formats and which are restricted. In particular, teaching-learning processes on the Internet in school and university environments, the mediality and literality of software-supported student presentations, the relevance of digital media for religious learning, and cooperative problem-solving processes and co-constructive knowledge in digital learning environments are being investigated.

Projects of the focus
- Speaking, Multimodality and Digitality
- digital online collaboration: Internationalization of Teacher Education
- didactic-empirical writing research (dieS)
- media education
- ethical and aesthetic education
- writing and digitality
- relevance of media in classroom conversations
- relevance of interactive platforms in foreign language teaching
- virtual, multilingual learning spaces
- Critical educational theory and digital media

Prof. Dr. Claudia Finkbeiner
Prof. Dr. Olaf Gätje
Prof. Dr. Jennifer Pavlik
Prof. Dr. Annegret Reese-Schnitker
Prof. Dr. Claudia Schlaak
Prof. Dr. Dirk Stederoth

This research focus aims to investigate the relationship between interpretation and the interpreted object. From a theological, linguistic, and literary perspective, the phenomenon of accessibility with simultaneous unavailability of an object to be interpreted is explored.

Interpretation - which as a guided understanding (will) represents a fundamental method of our disciplines - serves to grasp something given, e.g. a text. At the same time, it generates something new by partially realizing the potentially inexhaustible meaning potentials of the text as an attribution of meaning.

A central theoretical reference point of the research focus is the current realism-constructivism debate. Against this background, the relationship between constructivist access and realist reference point of an interpretation is explored. In this context, interpretation can only produce an object in the mode of appropriation, not in an epistemologically independent pure form.

From the perspective of linguistics, questions are asked about the truth value of interpretations and about multimodal meaning formation; from the perspective of literary studies, about the postulated but unavailable core of meaning; from the theological perspective, about the relationship between exegesis and interpretation, about the unavailability of the linguistic encounter with God, and about the conditions of appropriating understanding of religious speech and texts in the context of understanding, reason, and faith.

Projects of the focus
- Determination of a Phenomenological Linguistics
- Literary Translation of the New Testament
- Untranslatability
Theology of the Synoptic Gospels
Elaboration of a theological hermeneutics and encyclopedia in the context of a systematic theology
- History of New Testament scholarship from the 18th-21st centuries.

Prof. Dr. Petra Freudenberger-Lötz
Prof. Dr. Andreas Gardt
Prof. Dr. Daniel Göske
Prof. Dr. Tom Kleffmann
Prof. Dr. Paul-Gerhard Klumbies


Climate Thinking was initiated in 2019 as a project from the ranks of the collegiate members of the doctoral program GeKKo and was founded in 2020 as a research and teaching focus at FB02 and formed as an IAG in 2022.

Climate Thinking understands and analyzes phenomena such as "climate" and "environment" in their linguistic nature and cultural conditionality - complementary to research traditions shaped by the natural sciences. The research is not oriented towards the research logics and methods of individual disciplines, but takes a look at discourses on the climate crisis and conceptions of sustainability using three interwoven approaches: Based on the assumption that the negotiated phenomena are conditioned by complex - since social, cultural, ecological, economic, political, technical, scientific - contexts, those interconnections are taken into account in which these are talked about, told about and thought about .

In our research, we develop critical approaches to the problem complexes of climate crisis and sustainability, anchor our questions and methodologies in academic teaching, and discuss our processes together with the public in order to reflect on and expand them. We understand the continuous expansion and complementation of our methodological inventory as a necessary process to make those interconnections of thinking and living habits accessible, which constitute the problem complexes in their overall social embedding.

Projects of the focus

- Department-wide teaching focus with over 60 events (as of SoSe 2022).

- Interdisciplinary publications

- Creation of a digital publication and documentation platform "Living Handbook", 2020, awarded with the E-Learning Prize of the University of Kassel

- International, interdisciplinary lecture series "Climate Thinking", summer semester 2021

- International, interdisciplinary lecture series " Apocalypse and Apathy", WiSe 2022/23

- Exhibition participation in "Wunderkammer modern. 50 years - 50 objects" (2021/22) as well as "Knowledge storage - 100 ideas for the world of tomorrow" (2022)

- Participation in various knowledge transfer formats, e.g. in cooperation with the city of Kassel, Staatstheater Kassel, Stadtmuseum Kassel


IAG Climate Thinking

Tamara Bodden

Dr. Felix Böhm

Dr. Martin Böhnert

Mateo Chacón Pino

Dr. Dagobert Höllein

Nicole Kasper

Silvie Lang

Dr. Nils Lehnert

Christina Liemann

Philippe-André Lorenz

Dr. Anna Meywirth

Dr. Paul Reszke

Christine Riess (Speaker)

Annika Rink

Valentina Roether

Dr. Murat Sezi (Speaker)

Jan Sinning

Vanessa-Nadine Sternath

Maria Weber