Abstract
Abstract Topicality of ›Geisteswissenschaftliche Pädagogik‹ as a Dialectical Theory of Practice. A Contribution in the Context of (Early) Educational Quality Research This contribution focuses on ›Geisteswissenschaftliche Pädagogik‹ as a suitable basis for a theoretical and empirical analysis of educational processes, if understood as a dialectical theory of practice following Friedrich Schleiermacher and Erich Weniger. With reference to the discourse on quality in early education, it is shown how dialectics of education and training can be used in two ways: as a superordinate criterion for the systematic examination of quality concepts and for the specification of empirical quality research.
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