Sondierungen des Pädagogischen

The exploration of the pedagogical must be understood as an investigation of a problem that cannot be sufficiently resolved through categorical determination or adequately identified through empirical research. In such a formulaic condensation, two operations appear with the signifiers of justification and identification, which are initially assigned to a theoretical and empirical side here. However, the fact that both fail in the provisional resolution of the pedagogical problem assigned to them has to do with the thesis presented here: both sides (justification and identification) constitute this problem and thus the subject of research in their own problematic reference context. It is this double problem of an ever-inadequate possibility of justification and an ever-insufficient empirical accessibility that confronts the exploration of the pedagogical.