Suchergebnisse

In der Koedukationsdebatte werden gegenwärtig widersprüchliche Bilanzen zu den Wirkungen von Koedukation bzw. Nichtkoedukation gezogen; darüber hinaus ist auch die Bewertung dieser Wirkungen strittig. Die Bilanzen werden in einigen Überzeugungsgemeinschaften zur Grundlage einer normativen Pädagogik gemacht, für die man die Bezeichnung "reflexive Koedukation" gewählt hat. In dem Artikel wird die These vertreten, daß einer solchen Flucht ins Engagement eine reflexive Koedukationsdebatte entgegengestellt werden sollte, in der die Topoi der populären Bewegungsliteratur mit methodenkritischen Überlegungen aus der neuen einschlägigen Forschungsliteratur konfrontiert werden. (DIPF/ Orig.) ; The recent debate on coeducation has given rise to a still growing literature that receives much public attention due to a few generalizations. Less attention is devoted to the methodological weaknesses of these generalizations and the normative character of the proposed practical conclusions summarized under the term "reflexive coeducation". The attempt to establish a practical continuum from scientific findings to the Solution of practical educational problems subordinates fallible scientific hypotheses to Utility tests without truth tests and runs the risk of confusing the discourses of science with the discourse of social movements. What holds in science need not necessarily hold in social movements and vice versa. (DIPF/Orig.)

Abstract
Critical Rationalists have developed some concepts to clarify what it means to take a "critical rationalist" standpoint towards political matters. The "critical attitude as a way of life", the application of realizability tests, the "law of unintended consequences" and the conception of "piecemeal technology" are introduced for this purpose. Our analysis tries to show that such doctrines do not provide a basis for a viable "critical rationalist" political theory. They at best offer a repertory of arbitrary arguments for the symbolic use of politics.