›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.