Geringe Halbwertszeiten pädagogischen Wissens am Beispiel Autorität

Abstract Short Half-Lives of Pedagogical Knowledge Using the Example of Authority. Critical Remarks on Supposedly New Discoveries Pedagogical knowledge often moves more closely with the »Zeitgeist« than it serves the cause. Outsiders usually diagnose deficiencies, crises and neglect in the areas of education and training based on their socially interested perspectives, prompting experts to engage in more or less fundamental debates. In the first step, we will develop a theory as to why some things are always forgotten or faded out. The half-life of pedagogical knowledge can be exemplified by the recurring discourse about authority. Finally, with a view to a well-understood authority, we advocate thinking more closely about the problem structures of pedagogical action in order to distance ourselves from demands on education that are intended to first functionalize the young generation for the deficiencies in the system and then make them responsible.