Education and Democracy
Science is open and endless. But we have to act just in time. Democracy solves the problem by replacing substantial but endless discourses with a formal decision. Democracy can succeed only if the individual citizen is educated (›gebildet‹). A democratic society thus presupposes the objectivity and morality of all citizens. But how are citizens willing to act morally?
Zur Begründung einer nicht-affirmativen Allgemeinen Didaktik
›Bildung‹, Teaching and Respect. On the Justification of a Non-Affirmative General Didactics
In this article, I will first show that non-affirmative didactics offer a specific account of teaching. From this point of view, teaching is described with regard to the purpose of ›Bildung‹, i.e. the development of the ability to judge for oneself in the relationship with resistant objects. I will then develop a justication of non-affirmative general didactics with regard to the notion of pedagogical respect which can be specified by the principles of self-determination, ›Bildsamkeit‹ and dialog.
Zur Emergenz eines pädagogischen Deutungsmusters am Beispiel von Locke’s »Gedanken über Erziehung« (1693/2011)
The Normal Child. Reflections on »Some Thoughts Concerning Education« (Locke 1693/2011) and the Emergence of a Pedagogical Pattern of Interpretation
When perceiving children and supporting them, constructions of normality play an important role in various pedagogical contexts. Taking this in reference, the paper discusses the emergence of normality as a pedagogical pattern of interpretation. Thereby, the paper refers to Locke’s »Thoughts Concerning Education« as a concept of education, in which specific elements of normality are developed and are linked to pedagogical meanings.
Dieter Nittel and Nikolaus Meyer
Formation of the Pedagogically Organised System of Lifelong Learning: From the Disbandment of Normative Systems to the New Normality?
The authors link the thesis of the successive disbandment of normative systems in the educational system to a very specific perspective. More precisely: to a specific notion of unity and wholeness. The argumentation begins with Habermas’ critique of the communication-theoretical concept of systems. This social philosopher is indirectly recognised as the ›godfather‹ of the presented theoretical understanding of the system. The concept of a pedagogically organised system of lifelong learning will then be defined, and the real historical consequences will be indicated.
Wie soziale Differenzkategorien Biographien strukturieren. Eine Fallstudie
»Gender, Class, Race Matter.« How Social Differences/Categories Structure Biographies. A Case Study
Biographies are structured by norms, conventions and social categories such as class, gender or race. This article is about the relationship between biographies, social structures and norms. It describes the constitution of differences and subjects and discusses the possibility of resistance against the limitation by norms. Since norms are incorporated and naturalised this is a difficult request. That is illustrated by the novel »The End of Eddy« by Édouard Louis.