Erziehungswissenschaft seit 1990: Reduktion, Segmentierung, Identitätsprobleme – Vom Bedeutungsverlust einer Disziplin

The article examines the social form of educational science since its unification in 1990, which is also considered a historical turning point because it marks a long phase of distanced self-observation of the discipline. Based on indicators on the infrastructure of the discipline in the higher education system, on its position in non-university research as well as in evaluative observation, and in view of the demand for educational expertise, an overall loss of importance of the discipline is noted overall, because educational science cannot assert itself as an independent research force either academically with professors or in the science system as a whole.