Education: Phenomena, Concepts, and Theories

Abstract

Concepts and theories of education are developed within a historical field of reflection. Attempts to create theories independent of this precondition have not been successful. The educational concepts of the ancient world are more restricted than their modern counterparts in several respects, but clear chains of motives and assumptions can be identified, stretching from the Greek beginnings of thoughtful reflection on education to today's theories and discussions. Fundamental frictions already existing in the theories of the ancient world and early Christianity are still influential to this day. Modern theories since Rousseau stress individuality, but have not lost their Platonic or Socratic heritage. Even the child-centered reform pedagogy of the twentieth century refers back to Rousseau and his reading of antiquity. No unified theory of education has yet emerged. The many approaches can be grouped into five different types of general theories of education. The field is characterised by the fact that education is simultaneously the object of high expectations and severe criticism. Some theories are even sceptical about education as a phenomenon. To a certain extent, however, education can be rationalized and defended against radical negation. The rigid, normative type of theory has to be replaced by more elastic and self-correcting theories.