Erkenntnisfortschritt durch Problematisierung

Rucker, Thomas (2014). Erkenntnisfortschritt durch Problematisierung. Zeitschrift für Pädagogik, 60(6), pp. 908-925. Beltz Juventa

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This contribution discusses the problem of how methodologically controlled advances in knowledge may be determined theoretically in educational science. To this end, the author presents the approach taken by educational-scientific complexity research. This approach describes research as an irreducible interplay of perspectives and considers the medium of methodologically controlled advances in knowledge to be the reciprocal problematizing of theoretical positions. Based on the example of the discourse on the terms ´education´ and ´subjectivation´, these observations are substantiated. Attention is being drawn to the fact that a reciprocal problematizing of theoretical positions is not to be found in this context. Therefore, possible educational-theoretical fields of use are pointed out which, in turn, allow to problematize subjectivation-theoretical problematizing. Instead of hastily defining resignification as a form of education, the author argues that a concept of education needs to be developed that takes into account both subjectivation-theoretical problematizing and the already existing awareness of educational-theoretical problems.

Item Type:	Journal Article (Original Article)
Division/Institute:	07 Faculty of Human Sciences > Institute of Education > General and Historical Educational Science
UniBE Contributor:	Rucker, Thomas
Subjects:	300 Social sciences, sociology & anthropology > 370 Education
ISSN:	0044-3247
Publisher:	Beltz Juventa
Language:	German
Submitter:	Thomas Rucker
Date Deposited:	09 Feb 2015 14:37
Last Modified:	05 Dec 2022 14:39
Uncontrolled Keywords:	Erkenntnisfortschritt, Komplexität, Problematisierung, Bildung, Subjektivation, Advances in Knowledge, Complexity, Problematizing, Education, Subjectivation
URI:	https://boris.unibe.ch/id/eprint/62098