Begriffe von Artikulation in den Allgemeinen Pädagogiken der Transzendentalkritiker nach 1945 – eine Einladung zum Gespräch

Abstract An Invitation to Dialogue: Concepts of Articulation in the General Pedagogies of Transcendental Critics after 1945 Articulation as a structural concept in education has largely drifted out of focus in the subdiscipline of General Pedagogy since Johann Friedrich Herbart, despite its role as an integral part of theoretical reflection on education. This article explores whether and to what extent General Pedagogies from Transcendental Critics after 1945 engage with “articulation” as term and concept and concludes by inviting to a dialogue on the subject.