Education and vulnerability – punishment in the educational dispositive of the 19th century

在教育科学中，在21世纪初，史学对儿童意义的认识导致了对教育史的看法发生了变化。现在，在教育关系中构成暴力行为的条件越来越被考虑。教育行为可能变得暴力的危险尤其可以通过惩罚话语得到证明，然而，其史学讨论最大的结果是从进步的角度思考，在教育实践已变得更加人性化的意义上，并仅限于那些被接受历史解释的“经典”作品。该项目追求的目标是，通过教育决定论的“权力/知识星座”(福柯)，重建从19世纪20年代末即将结束的“马鞍期”(科塞莱克)到19世纪80年代末硅谷之初关于教育惩罚的论述。它被认为是一种教育史学，它询问暴力教育行为的历史条件，并批判性地反思后者。在这方面，追溯到经典教育著作“巅峰”之外的文学，即属于中等文献水平的文本，可以从新的角度看待教育处罚的正当理由和完善。在联系到米歇尔·福柯的同时，该分析以一种消解的分析为导向，通过这种分析，描述了一个由话语、制度、对象、实践和权力效果构成的具有战略动机的“网络”。重点将放在分析将自己创造为教育定势的“权力/知识星座”中的主体的可能性条件上。对知识的分析将引起人们对社会知识秩序背景下教育惩罚的工作方式和合法性的教育理论和实践辩论的关注。这方面的一个重点将是利用儿童S的脆弱性，这必须被视为教育惩罚行动逻辑的核心。

In educational science, at the beginning of the 21st century the historiographic awareness of the significance of the child has resulted in a changed view at the history of education. Now, the conditions for constituting violent behaviour in educational relationships are increasingly taken into consideration. The danger that educational behaviour might become violent can particularly be demonstrated by the punishment discourse, whose historiographic discussion, however, results most of all in thinking in terms of progress, in the sense of the educational practice having been made more humane, and is limited to those 'classical' works as being construed by reception history. The project pursues the goal of reconstructing, by the 'power/knowledge constellation' (Foucault) of the educational dispositive, the discourse on educational punishment during the 'short 19th century', from the end of the expiring `saddle period´ (Koselleck) in the late 1820s to the beginning of the Fin de Siécle in the late 1880s. It is supposed to contribute to an educational historiography which asks about the historical conditions for giving reason to violent educational behaviour and critically reflects on the latter. In this context, reaching back to literature beyond the `peak´ of the classical works on education, that is to texts belonging to a medium level of documentation, allows for new perspectives on the justification and perfecting of educational punishment. While connecting to Michel Foucault, the analysis is oriented at a dispositive analysis by way of which a strategically motivated 'network' of discourses, institutions, objects, practices and power effects is described. The focus will be on analysing the possibility conditions for creating oneself as a subject within the 'power/knowledge constellation' of the educational dispositive. The analysis of knowledge will attract attention to education-theoretical as well as practical debates on the way of working and the legitimation of educational punishment in the context of the social knowledge order. One focus in this context will be on the exploitation of the child´s vulnerability, which must be considered the core of the action logic of educational punishment.