Educational Recipes and Educational Recipe Criticism. An Examination of the Educational Discourse on Receptologies
In educational science, pedagogical recipes are predominantly judged critically. However, the bases for this criticism are different. The article gives insights into the educational discourse on recipes for teachers.
On the Pedagogical Relevance of Fiction from a Cultural Studies Perspective
The article analyzes the pedagogical importance of fiction from a cultural studies perspective. Regarding the fictional is as an ›alternative reality‹ and recognizing the limits of both scientific research and secure knowledge (especially in terms of ethics), the fictional (in the extension to the factual) opens up a (cognitive and aesthetic) level of presentation of the possible and thus becomes part of social construction(s). The aim is to show the (anthropological and educational-theoretical) significance of the fictional in the context of an education that is conceived as heterogeneous for theory and practice.
›The Viable Small Change of Moral Education‹. Pedagogical Pathways to Tolerance in the Writings of the Ethical Movement
In this paper, a historical-systematic approach to pedagogical practices for promoting tolerance is developed based on selected texts of the Ethical Movement in Germany and the United States. The paper answers the question of how pedagogical practice and self-formation were conceptualized in order to educate tolerant individuals and thus reform society. It is shown that tolerance is not an adjunct in all the considerations taken into account, but rather a stated goal as a conscious acceptance of the otherness of others.
The Pedagogically Organized System of Lifelong Learning: In the Mirror of Living Conditions (›Lebenswelt‹) and System
The author examines the question of how professionally organized learning units can be described on an abstract-analytic level. In doing so, he turns away from concepts based on the existence of an educational system. Instead, he initially refers to the distinction between informal, non-formal and formal learning, he combines this scheme with theories of Jürgen Habermas and, eventually, develops a classification system tailored to the pedagogically organized system of lifelong learning.
The Impertinent We. Identity Politics, Toleration and Democratic Education
The aim of this contribution is to reconstruct the connections between the various conceptions and practices of identity politics with the different forms of (in-)tolerance that they exhibit. My aim is to clarify the specific role identity politics should and should not play in the context of liberal democracies in general, as well as democratic education in particular. In order to do so I develop a liberal perfectionist justification of democratic education and education for tolerance that provides a normative framework for a universalistic conception of identity politics.