Vierteljahrsschrift für wissenschaftliche Pädagogik (peer-reviewed)

Editor-in-Chief:
Prof. Dr. Sabine Seichter (Salzburg, Austria) 
with the assistance of Dr. Erik Ode (Cologne, Germany). 

Editors:
Prof. Dr. Ursula Frost (Cologne, Germany) 
Prof. Dr. Volker Ladenthin (Bonn, Germany) 
Prof. Dr. Michael Obermaier (Cologne, Germany) 

Editor for reviews:
Prof. Dr. Markus Rieger-Ladich (Tübingen, Germany)

Das Bild einer Ausgabe der Vierteljahrsschrift
Prof. Dr. Sabine Seichter Professur für Allgemeine Erziehungswissenschaft, Fachbereich Erziehungswissenschaft der Paris-Lodron Universität Salzburg
  • Erzabt-Klotz-Str. 1
  • A – 5020 Salzburg
Tel:
+43 (0) 662 / 8044 - 4217
Fax:
-
sabine.seichter@sbg.ac.at

Founded in 1925, the "Vierteljahrsschrift für wissenschaftliche Pädagogik" has been well established for decades as a highly respected forum for debates on educational topics. With its distinct focus on the humanities and cultural studies, the journal sees itself as a medium of communicative dialogue, which is able to highlight its distinctive features in comparison with other sciences and to communicate these based on a theoretical and practice-oriented perspective. 

In these attempts to clarify and gain understanding from a theoretical perspective, the major focus is on the way the educational process progresses, on those social, cultural, political and unconsciously effective factors and phenomena that are involved as well as on the participants (in their various different contexts). Against the background of anthropological, educational and theoretical as well as methodological perspectives, performative actions and their staging at the intersection of individual, institution, and society are considered, in order to advance, on the one hand, the understanding of pedagogical heterogeneities, and on the other hand, to develop further educational science knowledge.  Clarifications of empirical diversity that are ideologically critical and profoundly founded on theory are aimed to help to understand and differentiate pedagogical contexts in their complexity.

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