Ausgabe 1/2002, 8. Jahrgang
Reformpädagogische Semantik und sozialer Wandel
Subject of the following contribution is the connection between reform-educational semantics and social change. Having analyzed the term “Reformpädagogik” the etymological und systematical mean-ing of the reform-educational program will be presented. “Reformpädagogik” is a field of education which does not – contrary to its first appearance – stand for the new but pleads for the old and the fa-miliar as the better and wants to re-establish it through (political and educational) changes. Further-more, the evolution-theoretical and the theory-technical functions of such semantics will be worked out.