Body Formations. Or: The Totally ›Normal‹ Human Being
The dream of a perfect and thus optimized human being pervades Western thinking about education from the very beginning. Numerous chapters throughout the history of education demonstrate that all pedagogical efforts have always been directed towards creating the perfect child, to be then considered the normal child. The concept of optimization and thus also of fantasizing about body production is also considered.
Teaching as an Offer for Contextualisation. Reflections on General Didactics from a Learning Theory Perspective
The article deals with the question how general didactics can meet the challenges lying before their future development. There is sought for an approach that does not look on either learning or teaching but on both sides at the same time. This approach is supposed to avoid the problems of a learner centered view, the constructivist microperspective general didactics confronts with. The understanding of learning as interwoven with teaching is made possible by Gregory Bateson’s learning theory. Bateson sees learning as a phenomenon of communication and thus, by communication, allows to combine teaching with learning. To understand this better, the approach of Bateson is explained with a focus in its central concept, the ›context‹. Whether under this systemical umbrella all fields of general didactics are able to be integrated is discussed, ranging from micro to macro perspective.
›Übermensch‹ and Image of God – Optimizing and Optimistic Figurations of Education according to Friedrich Nietzsche and Alfred Petzelt
If optimization is a pedagogical basic term, then Friedrich Nietzsche’s work not only contains crucial theoretical models, but he also brings them to the corresponding anthropological figure with the ›Übermensch‹. Alfred Petzelt, on the other hand, is a witness to Nietzsche’s fatal instrumentalization under National Socialism, to which he replies with an educational configuration based on Cusanus and Kant. With the concept of the image of God its educational configuration is reminiscent of the timeless regulative of morality and truth.
›Moved‹, ›Shocked‹ and ›Transformed‹. Current Time Diagnoses as Seismographs for a Metamorphosis of Educational Thinking and the Question of ›Higher Education‹
This paper engages with time diagnoses and their impact on educational thinking. Since Ulrich Beck’s »Risk Society« (1992; »Risikogesellschaft« 1986) at the latest, such time diagnoses are shaping educational discourses with their contributions to understanding social change in the present and anticipated future. Against the backdrop of Andreas Reckwitz’ concept of ›singularity‹ and Hartmut Rosa’s interpretation of ›resonance‹ – two quite different approaches to recent change – this article asks for educational figures in both of them to highlight possible starting points for future theoretical approaches in education.