Precision and Contingency. An Area of Tension in the Assignment of Scientific Concepts
Given the fact that the scientific discourse on education is based on educational- scientific concepts, it is surprising that the methodology of the assignment of these concepts is hardly addressed and reflected. This article raises a tension of the requirements of concepts in educational science between precision, accuracy and exactness on the one hand; and contingency, openness, and dynamics on the other hand. In this article we reject attempts to resolve the tension to only one side, which would mean to give preference to either precision or contingency and neglect the other side. In contrast we sketch a model for the assignment of educational-scientific concepts that unites both sides of the tension: If precision is understood as a requirement for the concept as a product, and the consideration of contingency is understood as a requirement for the process of the assignment, it is possible to assign concepts that both are precise and consider their contingency.