conflict & communication online, Vol. 20, No. 2, 2021
ISSN 1618-0747




Robert Schneider-Reisinger
Inclusive (school) pedagogy as theory–practice. Sketches of a concrete-utopian educational science

This article attempts to perpetuate the tradition of materialistic educational science as an articulation of inclusive pedagogy and also to include accents of a decolonial or liberating one (1). This fragment is firmly linked to Ernst Bloch's Marxist philosophy and critically develops the prevailing inclusive (school) pedagogy. This is done by focusing on three aspects: the connection between theory and practice or the accentuation of inclusive pedagogy as a science of change (2). Secondly, by elaborating its process-matter [* Prozessmaterie], which means the main reason for pedagogical inclusion in theory and practice (3). It is argued for a positive anthropology, based on a specific tendency of man and a certain mode of his relationship with world. Finally, the usual process-idea of successful inclusion is irritated by developing an unorthodox conception of teleology and its realization (4).


  englischer Volltext in German  

The author:

Robert Schneider-Reisinger, *1980; MA Mag. phil. Dr. phil. habil.; university professor for educational science and inclusion (Salzburg University of Education Stefan Zweig); private lecturer for educational science (University of Passau); focus in research and teaching: history of educational theory and problems, especially inclusive pedagogy; pedagogical ethics and anthropology: critical personalism, Marxism; Marxist and decolonial pedagogy.
Address: Salzburg University of Education Stefan Zweig, Akademiestraße 23–26, 5020 Salzburg