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Von «schöner Vielfalt» zu prekärer Heterogenität

Bildungsprozesse in pluraler Gesellschaft

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Edited By Bettina Brandstetter, Franz Gmainer-Pranzl and Ulrike Greiner

Dieser Sammelband mit Beiträgen der interdisziplinären Tagung «Von ‹schöner Vielfalt› zu prekärer Heterogenität» (Universität Salzburg, 2017) fragt danach, wie Bildungsprozesse in einer pluralen Gesellschaft möglich sind. Die entscheidende Herausforderung ist nicht eine «schöne Vielfalt», sondern eine prekäre Heterogenität, die den Zusammenhalt und die Verständigung in der gegenwärtigen Gesellschaft in Frage stellt. Ein zentrales Ergebnis dieser interdisziplinären Auseinandersetzung besteht in der Erkenntnis, Heterogenität als Chance zu sehen und Bildungsprozesse im Kontext (inter-)kultureller und sozialer Spannungen zu ermöglichen. Bildung heißt, sich verschiedenen, ja widersprüchlichen Erfahrungen und Lebenskontexten zu stellen und von daher eine neue Qualität von Wissen, Kritikfähigkeit und Lernkompetenz zu entwickeln.

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Bildungstheorie – zwischen Empirie und Philosophie (Oskar Dangl)

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Oskar Dangl

Abstract: What do we mean by education? And how can we arrive at a concept of education which is theoretically exacting and empirically compatible? Despite the diagnosed renaissance of the theory of education, working with these issues is, of course, neither obvious nor easy, even though the identity of pedagogics as an independent discipline depends on a concept of education. The achievement of a proper understanding of education has many problems to reckon with and resolve. To begin with, the concept of education must be universal, that is to say in the present context: inclusive. No one may be excluded. Next, there is the problem of the normativity of thinking on education. One way of handling this is normative abstinence. Admittedly, there are serious disadvantages associated with this approach. The author therefore argues for a normative charging of the concept of education with an essentially moral-ethical orientation which should include the recognition of fundamental human rights. This will overcome the individualistic narrowing of the concept of education and its obliviousness to the world. However, this normative fundamental orientation itself poses a further difficult question, namely that of the theoretical relevance of empirical insights for fundamental questions. In addition, a distinction must be drawn between empirical experience and theory, even though empirical findings must be afforded greater significance than hitherto in the achievement of a proper understanding of education. But genesis is not the same thing as validity. Educational theory will always have need of philosophy.

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