Scientific Practices of Exclusion

Seen from a historical point of view, theories of pedagogy were for a long time philosophically as well as practically oriented. However, in the last hundred years it more and more became a scientific discipline. However, the philosophical question what is meant by „sciences“ varies a lot depending on the very science-theoretical, -historical, and/or -critical, as well as epistemological and methodological approach. Correspondingly, the relationship of theory and/or research and (everyday-)praxis is defined in rather different ways in the diverse meta-theories of the sciences. As education is to a great deal connected to practices, the definition of this relationship is extremely important within the Educational Sciences. In my presentation I will unfold the argument that the predominant interpretation of the relationship of theory or research and (everyday-)praxis brings about a lot of exclusions. These exclusions are disclosed mainly in the field of Children´s and Pupil´s Research. This line of research even starts from the general argument that there is a tradition of asymmetrical relationships of kids and adults as well as in the general social relations of power and care. The adult patterns of behaviour, comportment, communication and thinking are, as a rule, considered to be rational and competent. In contrast, the behaviour and judgements of kids are regarded as irrational, ignorant and minor. In my presentation I will systematize this kind of exclusions. By conducting the actual paradigm shift as the methodological and epistemological ground of this conference I will look at a more integrative/inclusive understanding of the “sciences”, modelling the relationship of theory or research and (everyday-)praxis the widespread limitation of the scientific orientation to rational, merely textual and metrical models of explanation is confronted with another form of thinking that is open to manifold forms and formats of knowledge.Tacit Dimensions of Pedagog