Epistemological and Power Theorical Perspectives on Structures and Implications of Pedagogical Understanding
Pedagogical understanding is mainly discussed along normative questions concerning the quality of pedagogical work. In contrast, the paper examines basic structures and implications of the understanding of pedagogues along epistemological and power theoretical perspectives. Thereby, it shows that pedagogical understanding differentiates and, with a focus on possibilities to interfere, creates the reality of people that get pedagogical support.
The Normal Child. Reflections on »Some Thoughts Concerning Education« (Locke 1693/2011) and the Emergence of a Pedagogical Pattern of Interpretation
When perceiving children and supporting them, constructions of normality play an important role in various pedagogical contexts. Taking this in reference, the paper discusses the emergence of normality as a pedagogical pattern of interpretation. Thereby, the paper refers to Locke’s »Thoughts Concerning Education« as a concept of education, in which specific elements of normality are developed and are linked to pedagogical meanings.