The Strategy of Deconstruction and its Unintended Effects. On the Deconstructive Way of Dealing with Difference in Pedagogical Settings
The pedagogical dealing with difference has been questioned for its unintended effects on the reproduction of power relations. This criticism has been expressed mainly from a deconstructive point of view. Nevertheless, the strategy of deconstruction has not yet been questioned for unintended effects itself. The article discusses three aspects where unintended effects of these strategy can at least possibly emerge: (1) a deterministic view of the binary hierarchy, (2) a narrow understanding of transformation as proliferation and (3) a one-sided understanding of reproduction.
Ignorance – Approaches to a two-faced Phenomenon or who Benefits and who does it Harm?
Obviously, ignorance is a tricky business. The article discusses selected aspects relating to »education in science and practice« (Hopfner/Stöckl). In the first step, it illuminates the difficult-to-grasp picture puzzle of ignorance and exemplifies the different types from harmless ignorance to ideologically disguised ignorance. In the next step, some stations are pointed out where the causes and effects of ignorance in the practical, significant area of education can be reconstructed. Finally, the social position of educational science, its specialist policy and possible contribution to counter-enlightenment must be reflected with regard to the spread of ignorance.