»Verantwortung« als pädagogischer Topos

Although the concept of pedagogical responsibility is of great practical relevance in education, it is treated with considerable skepticism in theoretical discussions. The contributions address this tension from various perspectives: general pedagogical formulations are typified with a systematic interest and discussed in terms of their historical development. Additionally, a recognition-theoretical perspective is adopted to examine pedagogical interactions in terms of the production of responsibility, and to pave the way for possible redefinitions of the concept.