›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.
›Optimierung‹ and Human Enhancement have become general characteristics of modern society. By focusing on the possibilities of a ›cultural dimension‹ of improvement, this paper searches for alternative ways of framing the question and of defining the problem at hand. For this purpose the paper looks to the Tradition of Neo-Kantianism (Cassirer/Hönigswald) to develop a cultural approach and to propose a way of dealing with ›Optimierung‹ critically.
Contradictions of Adolescence. Narcissism and Triangulation in Postfordism
Based on the actuality of conservative values, aspirations for security and for adjustment and status maintenance among (post-)adolescents, the article examines possible reasons for the failure of educating for more democracy, social competences, and tolerance. It is the latent messages and general conditions of socialization in postfordism, that neutralize or even thwart the pedagogical efforts. To investigate the subjective effect of this hidden curriculum, we recommend making use of the quite unattended hermeneutic adolescence research. For that purpose, the concept of the moratorium is extended by its sociopsychological dimension. Narcissism and Triangulation as developmental psychological concepts proved particularly helpful in this case. Contradictory normative requirements in adolescence socialization attack the already labile narcissistic balance as well as the triangulation of youths.
The Lost Mirror traces cultural patterns in which the interpretation of learning and education was developed against the backdrop of Hebrew thought.
The appreciation of learning is deeply rooted in the Hebrew way of thinking. Learning is understood as an open and history-conscious engagement of man with culture. The consciousness of history is shaped by the motif of the unavailability of the “other” and the difference to this “other”. This “other” is traditionally remembered as “God”, but may also be reflected in the motifs of the other person or the other society. The Lost Mirror reminds us of a deficit, which is that in our everyday thinking and everyday action, we usually hide, forget and partly suppress the meaning and presence of the unavailable other. The book approaches this thinking through portraits of people such as Janusz Korczak, Martin Buber, Hannah Arendt, Emmanuel Levinas, Jean-Francois Lyotard and others.