Subjektivität, Sozialität, Materialität und Epistemologizität bedenken, Disziplinpolitik betreiben – aus Anlass von ChatGPT & Co.

This article examines disciplinary-political options that emerge from engaging with developments in generative AI, such as ChatGPT, within the field of educational science. It formulates these considerations based on thematic condensations related to subjectivity, sociality, materiality, and an extended epistemological perspective. The observation and description of technological dynamics thus extend beyond knowledge production to connect with disciplinary-political practices, such as field structuring and boundary-setting, which strategically shape and align disciplinary development. The fact that ChatGPT and similar technologies raise fundamental questions about the standards, criteria, and orientations that should guide the discipline opens up debates on normativity and urges opportunities to critically engage with and refine the self-conception of educational science.