What is basic knowledge in educational science? Historical analyses.

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The proposed project aims to contribute to pedagogical knowledge research, science research and the research of history of science by reconstructing and analysing the basic shape of the discipline, as reflected in its textbooks, introductions, and publications on basic knowledge. This is achieved using five cross-sections beginning in the late 18th century, ending in the year 2000.In this project educational worlds of signification are focussed upon, that emerge from institutionalised, respectively institutionalising knowledge systems within the scope of such publications aspiring to depict or to impart the education science in its entirety as a ground plan or a collection of basic knowledge. These properties especially apply to textbooks of and primers into pedagogy/educational science, books on the history of pedagogy and its classical authors. It is of peculiar interest how the particular perspective is described, selections of topics and knowledge are legitimated, an image of educational science is staged in small scale, and publications are embedded in disciplinary and university context. Publications (respectively its authors) -- as a snapshot -- thereby represent a condensed understanding of discipline as well as a relation between disciplines, whose reconstruction provides understanding of the disciplinary identity of educational science. These self-positionings implicitly and explicitly find expression in the prefaces and preambles of the publications, in the presented systematics and semantics as well as in the references being used within the scope of the publication.