Professor Dr. Carsten Heinze - Core research areas
Table of contents
Pedagogical-anthropological models of subject formation, corresponding practices of subjectivation and institutional and social frameworks
At the center of this focus are studies on the topic of childhood between recognition, vulnerability and violence. The research interest is directed towards the anthropological definition and the social construction of the child in the field of tension between vulnerability and action-taking capacity ('agency') as well as the associated questions about the educational and educational-theoretical consequences of these discourses.
On the one hand, the topic is dealt with on a basic theoretical level by considering vulnerability as an anthropological prerequisite and socially constituted condition of pedagogical action (cf. Heinze 2016a, 2017). There is a need for research here, particularly with regard to the systematization of the conceptual instruments and the clarification of educational and educational theory connections.
On the other hand, the focus is on the discourse-analytical reconstruction of educational theory and educational practice argumentation patterns to legitimize violent practices towards children and adolescents on the basis of an understanding of violence, with which the logic of violence is interpreted as an instrumentalization of the vulnerability of the child (cf. ibid.). At the same time, the question is pursued as to what extent the respective pedagogical forms of action can be interpreted as a pedagogization of violence.
Selected publications
- Heinze, C. (2012): The discursive construction and (ab)uses of a "German childhood" in primers during the time of national socialism 1933-1945. In: Paedagogica Historica, vol. 48, pp. 169-183, https://doi.org/10.1080/00309230.2011.644857
- Heinze, C. (2016a): The pedagogization of violence and the vulnerability of the child. In: Heinze, C./Witte, E./Rieger-Ladich, M. (eds.): "... was den Menschen antreibt ...". Studies on subject formation, government practices and forms of pedagogization. Oberhausen: Athena, pp. 163-187, https://nbn-resolving.org/urn:nbn:de:0111-pedocs-160997
- Heinze, C. (2016b): The aestheticization of violence in the pedagogy of National Socialism. In: Bilstein, J./Ecarius, J./Stenger, U./Ricken, N. (eds.): Education and violence. Wiesbaden: Springer VS, pp. 213-232, url: http://www.springer.com/cda/content/document/cda_downloaddocument/Bilstein_Bildung_und_Gewalt_Korrektur_Beitrag_Heinze.pdf?SGWID=0-0-45-1538573-p177732252
- Heinze, C. (2017): Vulnerability and participation. In: Miethe, I./Tervooren, A./Ricken, N. (eds.): Education and participation. Between the demand for inclusion and the threat of exclusion. Wiesbaden: Springer VS, pp. 47-63, https://doi.org/10.1007/978-3-658-13771-7_3
- Heinze, C./Heinze, K. (2013): Corporal Punishment as a Means of Education? Patterns of Interpretation in the German Educational Discourse in the First Half of the 19th Century. In: Historia Social y de la Educatión - Social and Education History, vol. 2, pp. 44-77, url: https://hipatiapress.com/hpjournals/index.php/hse/article/download/505/pdf
- Heinze, C. / Straube-Heinze, K. (2019): Corporal punishment as a means of education? Deutungsmuster im deutschen pädagogischen Diskurs in der ersten Hälfte des 19. Jahrhunderts (translated and revised version of the article "Corporal Punishment as a Means of Education? Patterns of Interpretation in the German Educational Discourse in the First Half of the 19th Century", in: Historia Social y de la Educatión - Social and Education History, vol. 2 (2013), pp. 44-77), 2019, https://nbn-resolving.org/urn:nbn:de:0111-pedocs-165667
- Heinze, C./Witte, E./Rieger-Ladich, M. (eds.) (2016): "... what drives people ...". Studies on subject formation, government practices and forms of pedagogization. Oberhausen: Athena.
Constitutive conditions of pedagogical knowledge - orders of knowledge and their pedagogization
The pedagogization of knowledge orders is examined in particular in the area of the school mediation and appropriation process in various historical periods, on the basis of a methodological approach with which an appropriate analysis of the pedagogical transformation and elementarization process of socio-cultural knowledge is possible, taking into account the respective complex historical contextual structure (cf. Heinze 2011b, 2013).
This methodological approach systematically differentiates the concept of the "Grammar of Schooling" (Tyack/Tobin) and at the same time draws on pedagogical innovation and discourse research (cf. e.g. Heinze 2010, 2011a, 2014; Heinze/Heinze 2014). Another essential element is the research concept of the pedagogical moratorium, with which the pedagogical conceptualization of the different ages and their relationship can be recorded. One focus in this area is the reconstruction of the ideologization of learning to read during the National Socialist era.
Selected publications
- Heinze, C. (2010): Historical Textbook Research: Textbooks in the Context of the "Grammar of Schooling". In: Journal of Educational Media, Memory, and Society, vol. 2, pp. 122-131, https://doi.org/10.3167/jemms.2010.020209
- Heinze, C. (2011a): Historical textbook and innovation research - theoretical and methodological considerations. In: The textbook in the innovation process. Educational policy control - pedagogical demands - practical teaching expectations. Bad Heilbrunn, pp. 15-54.
- Heinze, C. (2011b): The textbook in the innovation process. Educational policy control - pedagogical claim - practical teaching expectations. Bad Heilbrunn.
- Heinze, C. (2013): Useful knowledge, subject spirit and fear of God. On the construction of childhood in Prussian elementary school reading books. In: Winzen, M. (ed.): Childhood. An invention of the 19th century. Oberhausen, pp. 173-194.
- Heinze, C. (2014): On the Paedagogization of Knowledge Orders. Discourse-Analytical Approaches and Innovation-Theoretical Perspectives. In: Knecht, P./Matthes, E./Schütze, S./Aamotsbakken, B. (eds.): Methodologie und Methoden der Schulbuch- und Lehrmittelforschung. Methodology and Methods of Research on Textbooks and Educational Media. Bad Heilbrunn, pp. 74-84.
- Heinze, K./Heinze, C. (2014): The Educational Conceptualization of the "Ethnic Community (Volksgemeinschaft)" in National Socialist Primers by the Example of Presentations of Adolf Hitler - Methodical Prospects. In: History of Education & Children's Literature, Vol. IX, 2, pp. 185-200, https://doi.org/10.1400/226957
- Heinze, C./Straube-Heinze, K. (2017): Heroism and "Volksgemeinschaft" (ethnic community) in National Socialist education 1933-1945. In: Paedagogica Historica: International Journal of the History of Education, vol. 53 (2017), 1-2, pp. 115-136, https://doi.org/10.1080/00309230.2016.1229351
- Straube-Heinze, K./Heinze, C. (2021): Learning to read under National Socialism. Theoretical concepts - images of childhood - educational policy. Bielefeld: transcript.
History of science in educational science
The methodological approach pursued in the history of science studies makes it possible to do justice to the multidimensionality of the history of science in educational science as the history of disciplines, the history of institutions and the history of theory. The respective historical configuration of educational science can only be reconstructed by taking into account the reciprocal influences between the social structure (corpus of persons), the communication structure (publication, informal communication), the institutional structure ("place" of science) and the epistemological structure (concepts, theories, knowledge networks) (cf. Heinze i.V.).
In this context, various studies have been presented on the scientific history of educational science, in particular for the period of National Socialism (cf. Heinze 2001, 2005, 2017; Heinze/Horn 2011), on the constitution of pedagogy as a science in the 19th century (cf. Heinze 2003; Matthes/Heinze 2003) and on the debate between the representatives of different paradigms of educational science in the 1960s and 1970s (cf. Heinze 2004).
In the continuation of these studies, it is planned to focus on the incipient attempts to establish and professionalize sub-disciplines with regard to the history of science in educational science under National Socialism, in order to be able to record the history of science beyond the personal investigation of the central representatives of National Socialist pedagogy in the National Socialist scientific system.
Selected publications
- Heinze, C. (2001): Pädagogik an der Universität Leipzig in der Zeit des Nationalsozialismus 1933-1945. Bad Heilbrunn: Klinkhardt.
- Heinze, C. (2003): The Herbartian reform of teacher education as a redefinition of the relationship between the "subjective constitution of the teaching personality" and the "objective teaching process" - the positions of Tuiskon Ziller. In: Coriand, R. (ed.): Herbartian concepts of teacher education. History or challenge? Bad Heilbrunn: Klinkhardt 2003, pp. 65-78.
- Heinze, C. (2004): Instead of maturity, one finds an existential-ontological concept of authority..." - The concept of authority in humanities pedagogy in the educational criticism of the late 1960s and early 1970s. In: Liedtke, M./Matthes, E./Miller-Kipp, G. (eds.): Success or Failure? Judgments and balances in the historiography of education, Bad Heilbrunn: Klinkhardt, pp. 293-309.
- Heinze, C. (2005): Pädagogik an der Universität Leipzig in der Zeit des Nationalsozialismus 1933-1945 - Zur regionalen "Verfallsgeschichte" einer Wissenschaftsdisziplin. In: Hehl, U. v. (ed.): Sachsens Landesuniversität in Monarchie, Republik und Diktatur Beiträge zur Geschichte der Universität Leipzig vom Kaiserreich bis zur Auflösung des Landes Sachsen 1952. Leipzig: Evangelische Verlagsanstalt, pp. 385-409.
- Heinze, C. (2017): Ganzheitspsychologie und politische Pädagogik - Die nationalsozialistische Instrumentalisierung des Konzepts der 'Ganzheit' im Werk Hans Volkelt. In: Leugers-Scherzberg A. H./Scherzberg L. (eds.): Discourses on "Form", "Gestalt" and "Style" in the 1920s and 1930s. Saarbrücken: Universaar, pp. 195-216, http://universaar.uni-saarland.de/journals/index.php/tg_beihefte/article/viewFile/1029/1079
- Heinze, C. (2021): Educational science and pedagogical knowledge. In: Kluchert, Gerhard/Horn, Klaus-Peter/Groppe, Carola/Caruso, Marcelo (eds.): Historical educational research. Concepts, methods, fields of research. Bad Heilbrunn: Klinkhardt 2021, pp. 365-372.
- Heinze, C./Horn, K.-P. (2011): Between the Primacy of Politics and Racial Theory - Educational Science under National Socialism. In: Horn, K.-P./Link, J. W. (eds.): Erziehungsverhältnisse im Nationalsozialismus - Totaler Anspruch und Erziehungswirklichkeit. Bad Heilbrunn: Klinkhardt, pp. 319-339.
- Matthes, E./Heinze, C. (2003): Johann Friedrich Herbart: Umriß pädagogischer Vorlesungen (=Werkinterpretationen pädagogischer Klassiker, ed. by D.-J. Löwisch). Darmstadt: Wiss. Buchgesellschaft 2003 (reissued as a special edition in 2011).