As a preliminary, the text deals with the question of what can be understood by a regime of the aesthetic. The aesthetic regime generates patterns of perception that guide people in their behavior and actions. The regime of the aesthetic oscillates between social regression and emancipation. The regression of the individual aesthetic perception of the world and of the self is evident in all areas of social life. Through the mass media, the aesthetic regime has the ability to manipulate people and influence perceptions and judgment. The ability of the self to defend itself against manipulation regresses. The adoption of given perception, explanation and assessment systems makes life easier than having to question contexts. The difficult task is to emancipate oneself from the regressive aesthetic regime. Referred to Rancière, it requires an ›emancipated viewer‹ capable of emancipating itself from the assigned structures of an aesthetic regime. This endeavor represents an infinite task.
In the following article tasks and motifs of the educator as manager are described. It is clear that there are other educator metaphors and associated behaviors. To some extent, the actions of the different educator metaphors overlap, but they differ in their purpose and perspective on the educational process and the person to be educated. First, a short time diagnosis is made, which describes the context of this metaphor of the educator as manager. Subsequently, on the one hand, the various motifs, tasks and objectives of an educator as manager are discussed. On the other hand, it is asked if it is possible in the current discourse to take a different perspective on the educational process.