In the following article tasks and motifs of the educator as manager are described. It is clear that there are other educator metaphors and associated behaviors. To some extent, the actions of the different educator metaphors overlap, but they differ in their purpose and perspective on the educational process and the person to be educated. First, a short time diagnosis is made, which describes the context of this metaphor of the educator as manager. Subsequently, on the one hand, the various motifs, tasks and objectives of an educator as manager are discussed. On the other hand, it is asked if it is possible in the current discourse to take a different perspective on the educational process.
The Educator as a Technician, the Technology of Pedagogy
The article reconstructs the ambivalent history of dealing with the metaphor of technology between educational philosophy, practical knowledge of educationalists and empirical educational research. The sharp rejection of technology and a relatively unproblematic reflection and use of pedagogical technologies characterize the historical situation. The diagnosis of the simultaneity of technology deficit and technology verdict has redefined the subject and above all has shown that, despite new research, there is still no universally recognized understanding of the practices of education or clarity about the connection between knowledge, science and action in basic theory and educational philosophy. The metaphor codes fractions, but complicates the formation of theory.
With the development of modernity, previous ideas of ethics and morality came into crisis. In order to open the door to a new way of moral education, the article analyzes how human predisposition is understood in Lacan’s works. The focus on the traumatic entry into the language shows how the subject loses its immediacy and how this process troubles the educational theory of ethics.
The Formation of the Subject in the Anthropocene. Sustainability, Mimesis and Ritual
The article argues that we live in the Anthropocene, where human beings become the telluric power and determine the future of the planet. This situation requires a re-evaluation of our understanding of individuality and subjectivity. Human beings must reconsider their self-concepts, their self-images, their planetary role and develop new perspectives on education. Ultimately, this also calls for practices of sustainable development, mimetic learning and ritual arrangements.
The paper checks the validity of the metaphor of »parents as lawyers«. It begins with a kantian approach concerning the necessary duties of autonomous persons towards not yet autonomous parents under the special relation of parenthood. So it outlines, what the theory of ethiccal advocacy has to say about the relation of parents and children. The paper finally asks, whether overprotective parental behavior contradicts those duties and thereby asks, whether the methaphor of parents as lawyers is valid at all.
The concept of education – in the sense of the German concept of Bildung – is largely occupied by a concept of training which is oriented on technological, economic and political constraints. Actually, Bildung was never as indispensable as today. Without elements of it, the modern society which understands itself not only as an open but also as an accelerated society of which permanent change and innovation, unlimited mobility and chameleon alike flexibility are part of the credo, will perish of its own changeability. This is one of six theses arguing for a modern concept of education.
Schon seit der Antike bilden naturalistische Metaphern einen festen Bestandteil des Redens über Erziehung.1 Auch in den großen Religionen stellen sie die Verbindung von Naturzustand und sittlicher Unterweisung her. Dabei eröffnen Metaphern als elementare Formen der Kommunikation unmittelbare Zugänge zum Verständnis von tieferen Zusammenhängen. Metaphern eröffnen dabei auch ein unverstelltes Verständnis von Person und Erziehung. Auf dem Weg über die Metapher erfolgt ein erster Schritt in Richtung auf ein epistemologisches Verständnis von Erziehung und Pädagogik.
Dieser Text folgt den Spuren jener, welche die Metapher zu etwas Dunklem innerhalb des erzieherischen Diskurses gemacht haben, versteckt hinter einem Gesträuch aus Analogien. Den Aussagegehalt von Metaphern aufzuschließen kann aber auch als Beitrag angesehen werden, die Ziele der Erziehung in einem anderen Licht zu sehen und Erkenntniswege zu erschließen – vergessene oder auch innovative.