Browse results
Abstract
Pedagogical Punishment and Silence. Emergence and Effects of the Punishment Taboo in Educational Discourses and School Practice
Within the last 50 years, penalties have largely been ignored in educational theory formation. In everyday school life, however, punitive practices can be observed on a daily basis. The article deals with the tension between tabooing and practicing in the context of its historical genesis, and at the same time, shows the associated effects using the example of the school field.
Abstract
Failure as a Taboo in Pedagogy? On Repressing, Dethematizing and Working Through a Constant Companion
Failure seems to belong to the field of education. Education as a practice proves to be ›risky business‹, which can only be planned to a limited extent and often enough fails. Thus, failure is subject to a taboo in pedagogy; its uncertainty and its disruptive character are emphasized. This paper explores how failure is discussed in educational theory and practice and which forms of discussing pedagogical failure are tabooed. These specific forms of tabooing can be traced back to the object (i.e. failure) and the specific mode of reflection (i.e. discourses of educational theory). The paper argues that the taboo over failure in educational theory is just as multilayered and contradictory as it is necessary in forming a specific disciplinary identity, and that the taboo ›failure‹ should therefore by no means be abandoned or broken.
Abstract
Sexuality and Pedagogy – Tensions between (De-)Tabooing, De-Thematisation and Professionalisation?
The article deals with the relevance of questions about sexuality as well as with the taboos associated with them in pedagogical relationships. In a first step the article addresses these questions in a historical perspective, then pedagogical tensions are reconstructed referring to epistemic, institutional, and personal dimensions of the topic. Furthermore, challenging targets for pedagogical professionalisation are thoroughly discussed.
Abstract
Totem and Taboo in Inclusive Pedagogy
Based on Sigmund Freud’s work on the psychodynamics of taboo, this article examines the compulsory character of cultural change as it is politically affirmed by activists and scholars from the field of inclusive pedagogy. The analysis especially focusses on feelings of guilt (for having excluded others) as well as ambivalences in the (oedipal) transference relationship to the father as a representative of privilege and power.
Abstract
Staunen, Aufrichtigkeit und Operationalismus in der Erziehung – »zur Pädagogik zurück« mit Heidegger als Referenz
Mit dem im Titel verwendeten Zitat beziehen wir uns auf das im Jahr 2020 erschienene Buch, »Phenomenology and Educational Theory in Conversation: Back to Education Itself« (Howard/Saevi/Foran/Biesta 2020). Wir teilen das darin vorgebrachte Anliegen, eine internationale Leserschaft für eine Revision (›renewing‹), und Wiedergewinnung (›reclaiming‹) des Pädagogischen (›educational project‹) aufzuschließen. Zunächst konstatieren wir, dass es viele mögliche Antworten auf die Frage gibt, worum es in der pädagogischen Praxis geht. Dann skizzieren wir das Erklärungspotential von Operationen für die wissenschaftliche Forschung und die pädagogische Praxis. Die existentielle Tiefe des menschlichen Lebens, Bildung und Lernen kann allerdings nicht vollständig durch den Operationalismus erfasst werden. Eine mögliche Perspektive für das oben genannte Unterfangen sehen wir vielmehr in den späten Überlegungen Martin Heideggers und in der Identifikation der existentiellen Orientierung des Menschen und der Initiierung von Lernen mit Echtheit, Aufrichtigkeit und mit der Offenheit des Staunens. Um Staunen und Aufrichtigkeit als integrale Aspekte der pädagogischen Praxis zu erklären, folgen wir der Operationalismus-Lektüre von Dieter Mersch und Martin Heidegger.