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Pedagogy in general is not only ruled by planning, explicit normative framings, and governmental strategies, but its topics, such as the success or the failure of teaching or learning processes or learners' precarious or promising personality development, are also decisively influenced by unspoken, silent, corporal, spatial, material, barred, or alienated dimensions of pedagogy. Gender as an analytical category encloses these dimensions, as well as being a social category. In this essay, three sets of arguments, referring to implicit or tacit knowing, to bodiliness and corporeality, and to performativity and mimesis will be used to explain the tacit side of gender as a dimension of pedagogy. ; Tacit Dimensions of Pedagogy

For the school sector, it is on the one hand found that, since the 1990s, the theorem of individualization has prevailed theoretical and research discourses, especially those on didactics and on the subject of youth. The reflexive self-assurance of the students under certain subjective, emotional, intuitive, body-bound and contextual conditions is then in the foreground of theory and practice. On the other hand, an increased criticism of "individualization-theoretical lines" and their questioning is proved for the recent years. (See Helsper 2015) For example, research on student responsibility (Helsper & Lingkost 2004), the 'student job' (Breidenstein 2006) and 'student habitus' (Helsper 2014) shows that 'agency' of children and young people in school is heteronomously determined and instrumentalized for the school's goals, deeply engaging the pupils in a game of revealing and hide, as well as in maintaining illusion, trick and deception. We are never free from delusions (Nietzsche 2000 [1873], 16); it is part of human life. Römer (1998, 36) explains: "[…] fake is not a phenomenon in the phenomenological sense. It is an as-well-as-state (between the original and the fake) that looks different from every perspective." However, today the strong virulence of the "devastating colonial war against nature" (Chargaff 1984, 213) is particularly evident, which, like the technological realizations of the vision of a disembodied life in digitized cyberspace, largely exposes the principle of clarity and intuition. Social events and control today take place in illusionary and epiphenomenal marginal zones, a fact, which not least pretends social events to be predictable and even makes it possible to control them from outside. There is also a discredit of traditional media in favor of social networks that, as well as the presence of 'bots' and 'trolls' contributes to the information space of today being littered with 'fake news' and 'alternative facts' in such an extent that there is a growing concern with regard to their impact on voting behavior. 'Post-factual politics' (also post-truth politics, Roberts 2010), seem to gain space as a social culture, in which debate is framed largely by appealing to emotion disconnected from knowledge and from the details of policy, as well as by the repeated assertion of talking points to which factual rebuttals are ignored. Pörksen (2018) finds the following PR-script behind the unprecedented 'post-fact society': "[…] step 1: one attacks experts and established institutions that are responsible for the clarification of truth; step 2: apparently neutral, media-competent pseudo-experts are brought to the foreground, transforming certainty and data to mere opinion articles; step 3: celebrating manipulatively produced doubts publicly as success and, at the same time, implementing own dogmas." By examining 'according to which rules fake works' (Barthes 1966, 191), a new perspective on the above-mentioned controversy in school research is developed. ; In terms of Covid19, the physical conference was cancelled. The paper and symposium has been accepted and we met online.

The purpose of this paper is to contribute to the elaboration of the transcultural perspective on arts education. My aim is to derive an agenda of transcultural education (aims) by the reflection on artworks, departing from `othering´ as pedagogical concept. In the recent decades, the digital revolution, the flow of capital, combined with waves of migration and with the establishment of powerful transnational communities - such as multinational companies, huge providers of social media, transfer business, etc. - has led to the rise of multiple and hybrid governance, practices and identities (cp. Kontopodis et al. 2017). Hereby, traditional structures of community and local government, for example law, neighborhoods, tax, housing, etc., erode; so for example, entire residential districts are empty as being bought up as yield object by foreign firms, neither subject to national law, nor contributing to neighborhood and taxes. These processes of society of erosion hardly discusses in governmental terms. When it comes to globalization, the focus of public media moreover lies foremost on everyday social interaction, for example in the area of pedagogy. There, the modes of communicating norms and values, the experience of familiarity and unfamiliarity, and social belonging and exclusion are grasped as being undergoing steady change. Culture thus does not anymore only refer to static structures, but it becomes increasingly fractured and contested, leading to diverse forms of heterogeneity and `othering´ (Spivak 1983; Eisenstadt 2000; Waldenfels 2011). The term `othering´ has been introduced by Gayatri Spivak in 1985 for signifying the processes by which an imperial discourse produces its subject others. In my paper, I´ll apply this term moreover to the practices of the subordinated. ; Tacit Dimensions of Pedagogy

Während in der deutschen Bildungsforschung und -politik seit der Jahrtausendwende ein Paradigmenwechsel vom allgemeinen Bildungsziel der Wissensaneignung zu dem des Kompetenzerwerbs vollzogen wurde, wird das Bildungsziel der Kompetenzentwicklung in Schweden in das breite Spektrum der Wissensformen und -formate eingeordnet. In der dem derzeit geltenden Curriculum zugrundegelegten Wissensordnung werden (lebens-)praktische Wissensformen akzentuiert. Synonyme zu förtrogenhet (englisch: familiarity) sind: eine sich einstellende Bekanntheit oder Kenntnis, nahe Bekanntschaft, Vertrautheit, Gewohnheit, Einblick oder Einsicht; es handelt sich dabei um schweigendes Wissen (vgl. Carlgren 2012). Ferner wird an schwedischen Universitäten die Ausbildung von Reflexivität in Bezug auf wissenschaftliche Paradigmen als ein zentrales Qualifikationsziel für Wissenschaftler(innen), etwa im Zusammenhang der Postgraduiertenprogramme auch im Bereich der Fachdidaktik, angesehen. (vgl. högskoleverket 2003, S.21 und Sveriges universitetslärarförbund 2005, S.6ff.) Diese und andere Unterschiede werden in meinem Beitrag auseinandergelegt und auch auf die Kunstpädagogik bezogen.

In Hinblick auf das Thema dieses Beitrags mag man zuerst an die Programmatik einer "Kompetenzentwicklung" denken, die derzeit bildungspolitisch breitflächig lanciert wird und im Wesentlichen als ein Können lernen ausgelegt wird. Hier soll das Thema wieder an die Pädagogik, und hier an Erziehung zurückgebunden werden. ; Tacit Dimensions of Pedagogy

In research on pedagogy, since a few decades the significant impacts of corporal, spatial and material aspects of behaviour on pedagogical situations, especially their effects on teaching and learning, come more and more into sight (e.g. Abele ,1996; Naujok, 2004 etc.). Due to the approach of Pedagogical Anthropology (cp. Wulf, 1994), practical pedagogy is then regarded not only as ruled by planning, explicit normative framings and governmental strategies. Its topics, as e.g. the success or the failing of teaching or learning processes or a precarious or promising personality- development, are moreover seen as also decisively influenced by unspoken, silent, corporal, spatial, material, barred or alienated factors. In this contribution gender is used as an analytical category in order to work out such a tacit dimension of pedagogy. In this regard, three sets of arguments - referring to implicit or tacit knowing, to performativity and mimesis and to corporeality and bodiliness - will be unfolded.

Erstaunlich ist, dass seit jeher sehr viel darüber spekuliert wurde, was Pädagogik und Didaktik erreichen sollen, wir aber wenig über Praktiken, auch unterrichtlicher Praktiken in den pädagogischen Feldern wissen. Die neue erziehungswissenschaftliche Praktikenforschung gibt sich gerade erst eine Form, ist aber noch weit entfernt davon, Mainstream zu sein. Entsprechend theoriearm sind bislang praxisorientierte Ansätze zur Lehrer*innenbildung. Im Rahmen empirischer Lehr-Lernforschung werden heute vielmehr im großen Stil, bspw. an Ergebnissen der Schuleffektivitätsforschung orientiert, Ansätze zur Standardisierung der Schulpädagogik und der Lehrer*innenbildung entwickelt. Diese werden breitflächig durch diverse Evaluationsprojekte vorangetrieben, in denen die Faktoren, die Lehr- und Lernprozesse bedingen, anhand von erwünschten Lernergebnissen festgestellt und gemessen werden. Hier werden auch ein Berufsethos und das Kompetenzprofil des "guten Lehrers", der "guten Lehrerin" festgelegt. Insbesondere von bildungspolitischer Seite und im Rahmen der empirischen Bildungsforschung wird die Auffassung vertreten, dass sich die Qualität von Schulunterricht mittels normativer Vorgaben und anhand anderer, etwa steuerungstheoretisch fundierter Konzepte verbessern lasse. In diesem Beitrag soll die unter sehr ungleichen Voraussetzungen geführte Kontroverse um pädagogisches Wissen und Können als Bildungsaufgabe zur Seite der heute realpolitisch kaum lancierten Position der erziehungswissenschaftlichen Praktikenforschung hin aufgelöst werden. Im Folgenden wird eben diese als die Perspektive näher bestimmt, unter der sich pädagogisches Wissen und Können beforschen lassen. Dabei wird von einem fundamentalen Desiderat der Forschung ausgegangen, das selten in den Blick tritt, aber weitere Desiderate nach sich zieht: Grundsätzlich ist die Rolle von Theorie und Wissenschaft in Bezug auf die bei der Ausübung des Lehrberufs zu erbringenden Leistungen nicht geklärt. ; Tacit Dimensions of Pedagogy

The general intention with the follow-up study is to shed light on the contract education program of the FoU (Lic) and on the academic supervision out of the perspectives of the five Licentiate candidates. The focus is on their implicit knowledge, explicated as their habitus towards participating in the academic world as research students and, at the same time, professionally working in the field that is as well the field of their scientific interest as that of political interests and social demands.

In Schweden und Deutschland wurde die Qualitätsentwicklung in Bildungseinrichtungen vor ca. drei Jahrzehnten initiiert und seither gründlich und mittlerweile fast flächendeckend vorangetrieben. Eine Vorstellung, ein Begriff und ein Konzept von Qualität sind allerdings nicht einfach gegeben, sondern werden diskursiv generiert. Sie sind dem historischen Wandel unterworfen, kulturell präformiert und durch nationale Politiken bestimmt. Sie treffen auf unterschiedliche interpretative Muster. Ferner stimmen übliche Praxen nicht immer mit gängigen Theorien überein. In einem Ländervergleich wird einigen Sachverhalten und Tendenzen im Zusammenhang nachgegangen. ; Since ca. three decades, the quality development of the education institutions in Germany as well as those in Sweden has been implemented and extensively promoted. However, the concept and program of quality is subject to discourse and historical change, it is culturally formed and determined by national policies. Different interpretative patterns are applied; and there is not always coherence between practice and theory. In this contribution developments and phenomena in the two countries are outlined and compared.

In Schweden und Deutschland wurde die Qualitätsentwicklung in Bildungseinrichtungen vor ca. drei Jahrzehnten initiiert und seither gründlich und mittlerweile fast flächendeckend vorangetrieben. Eine Vorstellung, ein Begriff und ein Konzept von Qualität sind allerdings nicht einfach gegeben, sondern werden diskursiv generiert. Sie sind dem historischen Wandel unterworfen, kulturell präformiert und durch nationale Politiken bestimmt. Sie treffen auf unterschiedliche interpretative Muster. Ferner stimmen übliche Praxen nicht immer mit gängigen Theorien überein. In einem Ländervergleich wird einigen Sachverhalten und Tendenzen im Zusammenhang nachgegangen. ; Since ca. three decades, the quality development of the education institutions in Germany as well as those in Sweden has been implemented and extensively promoted. However, the concept and program of quality is subject to discourse and historical change, it is culturally formed and determined by national policies. Different interpretative patterns are applied; and there is not always coherence between practice and theory. In this contribution developments and phenomena in the two countries are outlined and compared. ; Researching Schools

By the concept of informal learning the fact can be grasped scientifically that we present our orientation in the everyday-world, our social engagement and our capabilities in different fields sometimes rather apart from our school knowledge. Informal learning nowadays plays a central role in scientific psychology and in education policy. Hence, different tools for the validation of informal learning have been developed (see: EQF, ECVET, ECTS, EQARF, EUROPASS). Informal learning is here mainly considered in terms of the acquisition of qualifications and vocational training. The theoretical aim of my contribution is to unfold a pedagogical understanding of informal learning. Here, I will stick to the hypothesis that considering informal learning in democracy education is a form of promoting disadvantaged learners. Hereby, the achievement gap is supposed to be reduced and the new social question is defused (cp. also Helsper 2001, Helsper & Lingkost 2001, Reich 2005, Abs & Verldhuis 2008, et al.). The principle of educational equality is deeply connected to the idea of democracy, especially according to John Deweys (1916, 1933) concept of "democracy as a way of life". Informal learning eludes the governmental approach in pedagogy (Dohmen 2001 et al.). It has the character of implicit learning, including procedural, contextual, pre-reflexive, sensory aspects, and can be regarded as part of concepts such as experience-based learning, self-directed, or competence-oriented learning, etc. (Reber 1993 et al.). Our research on the tacit dimensions in pedagogy (Bergstedt et al. 2012) has shown that on one side informal learning is the indispensable basis of formal learning, that is to say, it makes learning possible. On the other side, it can be a hindrance for it. This is true e.g. for habitual insularities, indispensable conflicts of norms, or values that cause ideological narrow-mindedness. Methodology, Methods, Research Instruments or Sources Used By referring to the results of different empirical studies on democracy education and democracy in schools, I will work out what this means for the operationalization of the different aspects of democracy education: Conclusions, Expected Outcomes or Findings I present a schedule for the operationalization of the impact of informal learning on democracy education. ; Ej belagd 20170213

On one hand, today´s pedagogy is ruled by the perspective of caring for the child and for its future in society and the normative framing by personal, social and political-economical demands. On the other hand, pedagogy today is led by a high esteem for the personality, the responsibility and also the autonomy of the child. Both approaches are deeply rooted in the tradition of Enlightenment (cf. Adorno 1947). This means that social reality is regarded as being governed by planning and by sensible decisions, by rules, by transparent procedures, by unambiguous facts and by other characteristics of rational order. If this is not the case in reality, pedagogy (and with it each child and each pedagogue) is usually addressed as one of the first to change the situation for the better. Anyway, pedagogy usually fails - in some way. Seen from a methodical perspective, present day pedagogy refers to a theoretical and empirical research which mainly deals with the concept of "objectivity" as the central point of reference: - In Scientific approaches, objectivity is either thought to be reached by strict methodical procedures. Or objectivity is regarded only as an aim to be approached by striving for consensus. Then, social reality is dealt with as if it were a text (cp. "linguistic turn"). That is to say, social reality is seen as if it were ruled by completeness, closeness, unambiguity and linearity (Oser 1997, Wulf 2007). - Analogously, in school it is widely regarded as the main aim to impart available knowledge and abilities oriented at certain objectives. Pedagogical theory and practice is often reduced to certain norms and to definite interventions in well-defined pedagogical situations. In this regard, pedagogy as well as pedagogically intended knowledge and abilities are interpreted as competences. The customary definition of competences (Weinert et al. ) has a strong impact in terms of the scientific psychometric approach. In my presentation I will stick to scientific models in which pedagogy is seen differently from the tradition of Enlightenment.