Abstract
Abstract In times of antidemocratic resentment and rising societal diversity, harmony and unity become questionable as the normative foundation for modern approaches to education. This article makes plausible the assertion that educational thought needs to change one of its basic theoretical assump- tions: the overall perception of conflicts. In a first step, the article introduces the concept of the “School Republic”, summarizing the ideas of Hermann Lietz and then its advancements by Minna Specht. In a second step, the article ties this specific pedagogical arrangement to recent political theory and one well-known concept of human rights education. Finally, the article discusses the scope of the approach which is sketched out here and identifies links to recent discussions in democraticcy education.
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