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

在教育科学领域，世纪初，儿童重要性的史学意识导致了教育史观的转变。现在，在教育关系中构成暴力行为的条件越来越受到重视。教育行为可能变得暴力的危险尤其可以通过惩罚话语来证明，然而，其史学讨论的结果主要是从进步的角度来思考，在教育实践变得更加人性化的意义上，并且仅限于接受史所解释的那些“经典”作品。该项目追求的目标是重建，由“权力/知识星座”（福柯）的教育处置，话语的教育惩罚在“短短的19世纪”，从19世纪20年代末的“马鞍期”（Koselleck）的结束，在19世纪80年代末的世纪末的开始。它被认为有助于教育史学的历史条件下，给暴力教育行为的原因，并批判性地反思后者。在这种情况下，追溯到文学超越了“高峰”的经典作品的教育，即文本属于中等水平的文件，允许新的视角的理由和完善的教育惩罚。在与福柯联系的同时，分析的取向是一种处置性分析，通过这种分析，描述了一个由话语、制度、对象、实践和权力效应构成的战略性“网络”。重点将是分析的可能性条件，创造自己作为一个主题内的“权力/知识星座”的教育处置。对知识的分析将引起人们对教育理论和实践的关注，即在社会知识秩序的背景下，教育惩罚的工作方式和合法性。这方面的一个重点是利用儿童的脆弱性，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.