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ERIC Number: EJ1177220
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0022-0272
The Invisible Subject in Educational Science
Roth, Wolff-Michael
Journal of Curriculum Studies, v50 n3 p315-332 2018
The crisis of education frequently is framed in terms of methods, where quantitative research is accused of making the subject invisible through quantification, whereas qualitative research is credited for the emphasis on subjectivity and the discursive construction of reality. Such formulations fail to take into account a long-standing critique that interpretive (constructivist) research, too, makes invisible the real, "living" subject who is coping with an inherently open life, placing in its stead a ratiocinating individual. In this article, an argument is made for a concrete educational science concerned with the person who is not only (agential) subject but also subject and subjected to the condition it contributes to producing. This subject never is in complete control over its condition, cannot ever know precisely what is currently happening, and at best witnesses rather than grasps or constructs what is going on. This viewpoint requires a rethinking of the subject in/of educational science. Such a project of rethinking the subject involves shifting the minimum units of analysis: from (inter-) action to transaction, from "an" experience [Erfahrung] to inchoate lived-experiencing [perezhivanie, Erleben], from entities and processes to dramatic events.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A