Yearbook for Education

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Yearbook for Education

description periodical
Area of ​​Expertise pedagogy
language German
publishing company Peter Lang Publishing Group (Germany)
First edition 1992
Frequency of publication once a year
editor Oedelsheimer Kreis , successors
Web link ingentaopen.com
Article archive from 2001
ISSN (print) 0941-1461
ISSN (online) 2199-7888

The yearbook for pedagogy appears once a year with a focus topic in the Peter Lang Verlag .

Founder and Editor

The yearbook for education was founded by the educators and educationalists Kurt Beutler (1937–2011; Hanover), Ulla Bracht (Münster), Hans-Jochen Gamm (1925–2011; Darmstadt and Rostock), Klaus Himmelstein (Regensburg), Wolfgang Keim ( Paderborn), Gernot Koneffke (1927–2008; Darmstadt). Karl-Christoph Lingelbach (1930–2014; Frankfurt am Main), Gerd Radde (1924–2008; Berlin), Ulrich Wiegmann (Berlin) and Hasko Zimmer (Münster). This generation of founders formed the Oedelsheimer Kreis .

Today the yearbook is published by: Carsten Bünger (educational scientist, Dortmund), Agnieszka Czejkowska (educational scientist, Graz), Martin Dust (educational scientist, Hanover), Andrea Liesner (educational scientist , Hamburg), Ingrid Lohmann (educational scientist, Hamburg), David Salomon ( Political scientist, Hildesheim), Susanne Spieker (educational scientist, Landau), Jürgen-Matthias Springer (retired publishing director, Essen), Gerd Steffens (political and educational scientist, Kassel), Anke Wischmann (educational scientist, Flensburg).

Concept, profile

The yearbook for pedagogy has made it its task since 1992 to critically accompany discourse and real developments in pedagogy and educational policy and to shed light on them from a perspective interested in educational and social theory. A concept of maturity , which is historically and theoretically based on the internal connection between the Enlightenment , democracy and education, is considered to be the guiding principle of educational theory . Pedagogy is understood as a specific theoretical and practical field of activity in society. According to the understanding of the yearbook , questions of education and upbringing cannot be dealt with from the disciplinary perspective of educational science alone , but require interdisciplinary social and human science approaches. The interdisciplinary horizon and the link between educational and socio-theoretical perspectives are reflected in the choice of annual topics as well as the authors. A distinctive feature in the profile of the yearbook is the central importance of the annual topic, to which almost all articles refer, so that each volume, as an annual periodical, is also an essay volume on a thematic issue.

history

The yearbook for education was created as a publication project of the Oedelsheimer Kreis . In Oedelsheim an der Oberweser a group of educational scientists met since January 1989 who were critical of the currents prevailing in university education. In particular, they criticized the fact that educational science did not face its National Socialist past and drew the necessary conclusions from it. This resulted in the publication “Educational Science and National Socialism - A Critical Position Determination” (1990) , in the run-up to the yearbook for pedagogy .

The real history 1989/91 added a second field of controversy with the “mainstream” of the discipline: The Oedelsheimer Kreis opposed the unconditional discrimination and “processing” of the educational research carried out in the GDR and was also faced with the task of to preserve the socially critical and materialistic approaches to educational science, which have also been marginalized in West Germany .

The topics of the first 10 yearbooks, for which the founding editors were responsible, reflect on the one hand the two controversies surrounding the Nazi past and the educational significance of its processing today (" Auschwitz and the Pedagogy", 1995) and on the legitimacy of critical and materialistic approaches (" Educational Science in the German-German Unification Process ", 1992;" Mündigkeit - zur Neuaufnahmischer Pedagogik ", 1997;" Critique of Transformation - Educational Science in United Germany ", 2002). On the other hand, discourses relevant to the present in science and society are taken up and opened up for educational science with a critical intention (e.g. "Gender Relations and Pedagogy", 1994; "Pedagogy in Multicultural Societies", 1996; "Education after the Age of Big Industry", 1998).

With the retirement of the founding editors for reasons of age since the turn of the millennium, the group of editors gradually renewed and rejuvenated. The focus is now primarily on transformation and upheaval processes in the world and their challenges for education ("Globalization and Education", 2004; "Human Rights and Education", 2011; "Crisis Discourses", 2013) as well as the consequences and traces of these transformations in pedagogical and educational policy discourses and practices (“Infantilisierung des Lernens?”, 2006; “Der measured Mensch”, 2010; “Schöne neue Leitbilder”, 2012).

Topics and titles since 1992

  • 1992: Education in the German-German unification process
  • 1993: Public education before the turn of the century
  • 1994: Gender Relations and Pedagogy
  • 1995: Auschwitz and Education
  • 1996: Pedagogy in multicultural societies
  • 1997: coming of age. On the new version of materialistic pedagogy
  • 1998: Education after the age of great industry
  • 1999: The Century of the Child?
  • 2000: Equality and Inequality in Education
  • 2001: future
  • 2002: Critique of Transformation - Educational Science in the United Germany
  • 2003: Remembering - Education - Identity
  • 2004: globalization and education
  • 2005: Religion - State - Education
  • 2006: infantilization of learning? New learning cultures - a matter of dispute
  • 2007: unemployment
  • 2008: 1968 and the new restoration
  • 2009: De-democratization and counter-enlightenment
  • 2010: "The measured person". A critical look at measurability, normalization and standardization
  • 2011: Human Rights and Education
  • 2012: Beautiful new models
  • 2013: Crisis Discourses
  • 2014: People Improvement - Transhumanism
  • 2015: Inclusion as an ideology
  • 2016: Events & Edutainment
  • 2017: Education in times of war and terror
  • 2018: Political Correctness and Educational Criticism
  • 2019: Internal Security (in preparation)

organization

In the tradition started by the founding editors, the group of editors meets every six months in Oedelsheim and advises on the status of the work on the respective volume and on further topic planning. It decides about one and a half to two years in advance on the annual theme and appoints some of its members as editors for the band in question. The decision is based on a concept paper presented by one of the editors, which justifies the discourse relevance of the topic, develops important questions and makes suggestions on setting priorities and structure.

The quality of the Pedagogical Yearbook is guaranteed through the active acquisition of contributions from recognized authors, through peer reviewing of the requested articles and through their intensive editorial support.

literature

  • Wolfgang Keim u. a. (Ed.): Educational Science and National Socialism - A Critical Position Determination (= Forum Wissenschaft. Study booklet 9). Association of Democratic Scientists , Marburg 1990, ISBN 3-924684-21-9 .
  • Wolfgang Keim: 20 years of the “Yearbook for Education”, 25 years of the “Oedelsheimer Kreis” - a look back at the beginning. In: Yearbook for Pedagogy 2013. Frankfurt am Main 2013, pp. 17–38.
  • Wolfgang Keim, Gerd Steffens (Hrsg.): Education and social contradiction. Hans-Jochen Gamm and German Education since the Second World War. Frankfurt am Main 2006.
  • Harald Bierbaum u. a. (Ed.): Reflecting on contradictions. Gernot Koneffke's critique of bourgeois pedagogy. Wetzlar 2007.
  • Martin Dust, Christoph Sturm, Edgar Weiß (ed.): Pedagogy against forgetting. Festschrift for Wolfgang Keim. Kiel / Cologne 2000, ISBN 3-9805016-8-X .
  • Edgar Weiß (Ed.): Pedagogical Perspectives in a Critical Tradition. A gift for Wolfgang Keim. Frankfurt am Main 2011.
  • Peter Euler : Criticism in Pedagogy: On the change of a constitutive relationship. In: Ludwig A. Pongratz , Wolfgang Nieke , Jan Masschelein (eds.): Criticism of pedagogy - pedagogy as criticism. Opladen 2004, pp. 9-28.

Web links

  • Yearbook for Education in the catalog of the German National Library, DNB 016396359

Individual evidence

  1. ↑ Events & Edutainment. 2016, urn : nbn: de: 0111-pedocs-148219 .
  2. ↑ Education in Times of War and Terror. 2018, urn : nbn: de: 0111-pedocs-171667 .