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<p>There is a&#xa0;growing demand within (educational) research not only to conduct scientific inquiry in a&#xa0;narrow sense but also to facilitate its application in practical contexts. Discussions framed under the umbrella of ‘theory-practice transfer’ often depict practice as encompassing realms such as politics, administration, and concrete practical work. This conceptualization tacitly assumes a&#xa0;strict division between science and practice, as well as a&#xa0;hierarchical relationship between scientific knowledge and other forms of knowledge, often attributing objectivity or universality exclusively to scientific knowledge while positioning other forms of knowledge as less authoritative. This article critically examines existing models of transfer (using the example of social pedagogy), and proposes a&#xa0;speculative thinking approach to theory-practice transfer. It challenges the traditional demarcations between science, politics, and practice, highlighting their complex entanglements which blur the boundaries. Building on this reconceptualization, the article advocates for a&#xa0;political responsibility within educational science, viewing it through the lens of a&#xa0;‘matter of care’.</p>

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Zum spannungsreichen Beziehungsverhältnis zwischen Theorie und Praxis – Verschiebung von Grenzziehungen und die (politische) Rolle der Erziehungswissenschaft

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  • 出版模式：

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  • 发表日期：

    2025年5月22日

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  • Jana Heer,
  • Markus Sauerwein

摘要

There is a growing demand within (educational) research not only to conduct scientific inquiry in a narrow sense but also to facilitate its application in practical contexts. Discussions framed under the umbrella of ‘theory-practice transfer’ often depict practice as encompassing realms such as politics, administration, and concrete practical work. This conceptualization tacitly assumes a strict division between science and practice, as well as a hierarchical relationship between scientific knowledge and other forms of knowledge, often attributing objectivity or universality exclusively to scientific knowledge while positioning other forms of knowledge as less authoritative. This article critically examines existing models of transfer (using the example of social pedagogy), and proposes a speculative thinking approach to theory-practice transfer. It challenges the traditional demarcations between science, politics, and practice, highlighting their complex entanglements which blur the boundaries. Building on this reconceptualization, the article advocates for a political responsibility within educational science, viewing it through the lens of a ‘matter of care’.