Utopien haben mal mehr und mal weniger Konjunktur – nicht nur, aber auch in der Pädagogik. Man kann sie maßlos überschätzen, müde belächeln oder generell für hinfällig und überholt erklären; sobald man jedoch danach fragt, wohin Erziehung und Bildung sinnvollerweise führen sollen, kann man sich der utopischen Dimension menschlichen Lebens kaum entziehen. Um hier zu wissenschaftlich fundierten und wohlbegründeten Orientierungen zu gelangen, wird in der Monografie der Begriff der Utopie als historisch-systematische Vermittlungsfigur rekonstruiert und dabei reflektiert, in welcher Weise pädagogisches Denken und Handeln immer in die (Re-)Produktion bzw. Erneuerung menschlicher Lebensverhältnisse verstrickt ist.
Education and the Educationally Disadvantaged Strata
The German term ›Bildungsferne‹ – literally translated as ›distance from education‹ – is structured by a spatial metaphor: If there are persons ›far‹ or ›distant‹ from education, there must me persons ›close‹ or ›near‹ to education. The limits of the term become obvious after a quick inquiry. A purely formal and/or institutional understanding of education is suggested by the term. Looking at education from perspectives provided by language philosophy and anthropology, the use of the term within educational discourse is questioned.
The Shape and Shaping of Childhood. Aspects of Movement as Parameters of Reflection
The essay showcases modes in which critical reflection about research on childhood focusing on movement and motion extends discussions about childhood’s constructedness. These modes keep childhood, the narratives about children and generation, and education’s role in contesting or strengthening them flexible, dynamic, and in ongoing consideration for and search of alternative ways to think about them and conduct childhood studies’ research, theory, and practice.
This paper will first discuss the extent to which Adorno’s works have turned pedagogical authority into a pedagogical taboo, looking at certain developments in contemporary educational discourse (1). This leads to an explanation of the basic characteristics of pedagogical authority (2). Finally, the performativity of pedagogical authority is discussed, and new perspectives are introduced, which are based on theories of practice and hegemony (3).
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.
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.
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.