A Concept of a self-logical Normativity of Education and their Relations to other Normativity Claims
The essay develops the concept of a self-logical normativity of education. It identifies pedagogical action as a transformational practice with its own forms of action and causality. The theoretical and practical significance of this concept is finally explained in the film »Elternschule« by distinguishing between pedagogical and therapeutical action and practice.
Pedagogical Ethos. A Core competence of Pedagogical Actors?
The article discusses selected attempts to define a specific pedagogical ethos and to identify it as a core competence of pedagogical action, especially of professionally acting pedagogical actors, but also of pedagogical practice as a whole. It compares Plato’s ›Socratic Eros‹ with Hartmut von Hentigs ›Socratic Imperative‹ and uses the pedagogical ethics of Wolfgang Brezinka, Hans-Jochen Gamm and Klaus Prange to show that attempts at justification outside of pedagogy are not able to capture the core competence of pedagogical action. It develops an outlook on a pedagogical ethos- and tact-research that does not interpret the effectiveness of pedagogical action monocausally, but ties it back to transitions from pedagogical to transformational interaction processes (Bildungsprozesse).