The limits of education

Project description

The DFG project "Grenzen der Erziehung" is the follow-up project to the DFG project"Herbartianismus und Sozialpädagogik". In this project, the connection between socio-pedagogical topics and Herbartianism was analyzed. Herbartianism is interpreted as a structure of differently "condensed" thematic orientations that deal with social and political changes, among other things, in order to theorize changing educational needs. In this context, the attribution of "educability" can be reconstructed as a central reference in terms of content. These forms of boundary constitutions have so far been researched primarily in social reform and practice-oriented discourses of the German Empire and the Weimar Republic, but hardly at all in discussions of scientific pedagogy, especially with regard to Herbartianism. From a socio-pedagogical perspective, it is significant that against the background of a differentiation of educational responsibilities, the attribution of a specific educational need to the "rabble" and "proletariat" gradually gave rise to demands to establish special educational institutions.

The project "Grenzen der Erziehung" ("Boundaries of Education") will therefore explore the question of how corresponding boundary constitutions were made, which thematic lines extend into the Weimar period and which special institutions came into view as a result.

• Dollinger, B./Schabdach, M. (2011): "Grenzen der Erziehung" as a topic of historical research. In: Quarterly Journal for Scientific Pedagogy. 87. vol. 2. p. 211-228.
• Schabdach, M. (2010): Karl Mager's (social) pedagogy in the context of pre-march liberalism. In: C. Müller/H. Kronen (eds.): Social pedagogy according to Karl Mager. Bad Heilbrunn. S. 399-421.
• Schabdach, M./Dollinger, B. (2011): "Grenzen der Erziehung als Konstituens der Kinder- und Jugendfürsorge. In: B. Dollinger/M. Schabdach (eds.): Making history. Approaches to the history of social work. Siegen. Universi.
• Schabdach, M. (2011): Zur sozialpädagogischen Erziehung des Bürgers im vormärzlichen Liberalismus: In: B. Dollinger/M. Schabdach (eds.): Zugänge zur Geschichte der Sozialen Arbeit. Siegen. Universi.
• Schröer, W./Eßer, F. (2010): Social and cultural Protestantism. Ethical personalism as a basic figure of social pedagogy. In: F. Bernstorff /A. Ledl /S. Schlüter (eds.): Contextualizations. Commemorative publication for Alfred Langewand on his 60th birthday. Berlin et al: Lit. pp. 165-179.