The invisible subject in educational science.

Autor/in	Roth, Wolff-Michael
Titel	The invisible subject in educational science.
Quelle	In: Journal of curriculum studies, 50 (2018) 3, S. 315-332Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2017.1373863
Schlagwörter	Erleben; Soziale Beziehung; Drama; Mimesis; Erleben; Drama; Mimesis
Abstract	The crisis of education frequently is framed in terms of methods, where quantitative research is accused of making the subject invisible through quantification, whereas qualitative research is credited for the emphasis on subjectivity and the discursive construction of reality. Such formulations fail to take into account a long-standing critique that interpretive (constructivist) research, too, makes invisible the real, living subject who is coping with an inherently open life, placing in its stead a ratiocinating individual. In this article, an argument is made for a concrete educational science concerned with the person who is not only (agential) subject but also subject and subjected to the condition it contributes to producing. This subject never is in complete control over its condition, cannot ever know precisely what is currently happening, and at best witnesses rather than grasps or constructs what is going on. This viewpoint requires a rethinking of the subject in/of educational science. Such a project of rethinking the subject involves shifting the minimum units of analysis: from (inter-) action to transaction, from an experience [Erfahrung] to inchoate lived-experiencing [perezhivanie, Erleben], from entities and processes to dramatic events.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2018/3