Reconstructing Reformpädagogik as a Thinking Form of Educational Reform: Through a Critical Examination of the “Ever-Reformability of Education”

Abstract

 Reformpädagogik is one of the most controversial concepts in German pedagogy. After its critical examination as an epochal concept, it was developed into a systematic concept for examining educational reform. Since then, Reformpädagogik has been understood as a concept referring to the ever-reformable function of the modern educational system. Several assumptions are involved when Reformpädagogik is understood as the “ever-reformability of education.” First, the purpose of Reformpädagogik is the new “normalization and/or nationalization” of education. Second, the “ever-reformability of education” is based on the polar understanding of “non-reform versus reform.” Third, reform, which supposedly operates with some intentionality, is handled through self-reference and autopoiesis of the system.

 However, caution is required with regard to the uncritical acceptance of the relationship between education and reform as “the ever-reformability of education”; the tendency of educational reform to find an ideal image from a perspective not necessarily based on the logic of pedagogy has been noted in the current situation. Therefore, in a situation where it is difficult for pedagogy to present its own ideal image in a normative approach, the practices compatible with the current social situation are “reformative.” This is the new “general pedagogy.” In this case, the construction of the ideal image is not considered, and the only role expected of the educational system is to create the technology for the new “general pedagogy” being proposed.

 How can a pedagogically oriented theory of educational reform that includes social reform be formulated in response to a reform situation subordinated by social change? This article is based on the problematic assumption that Reformpädagogik, as “the reformability of education,” cannot function effectively today because it is based on “normalization as the goal of reform,” “the polar understanding of non-reform/reform,” and “the unquestioning of the norms by which reform operates.” Therefore, this article aims to educe a format of thought about educational reform by reconstructing the discussion of Reformpädagogik. For this purpose, the article summarizes the development of Reformpädagogik research in German pedagogy and presents an understanding of Reformpädagogik that critically examines the premise of its image as the “ever-reformability of education.”

 Based on the understanding of Reformpädagogik presented by Theodor Schulze, Alban Schraut, and Ralf Koerrenz, this article relativizes the premise of Reformpädagogik as the “ever-reformability of education.” The following three points characterize the consideration of educational reform based on “pedagogical orientations”: (1) Reform does not mean 'new' or 'better', but only an alternative way. (2) Educational reform always operates on the basis of some norm. It is therefore important to understand what the reforms’ 'criteria' take as their worldviews or values. (3) It is necessary to envision educational reforms that include social reforms based on “pedagogical orientations,” distinct from education reforms dependent on social change. Educational reform is based on the plurality of “goodness” in education.