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<p>In the scientific community, data indicating a&#xa0;decline in the number of groundbreaking findings across disciplinary boundaries, i.e. are less disruptive, has led to a&#xa0;broad and self-critical discussion. Concurrently, this discourse posits that the consolidation of research, understood as disciplinary normal science, represents the foundation for the emergence of disruptive findings. In the field of educational science, this discussion has yet to gain significant traction, giving rise to pivotal inquiries into the present state and future trajectory of the discipline. The article summarizes the current situation of educational science against this background and discusses a&#xa0;possible perspective for general education as a&#xa0;simultaneously consolidating and disruptive science of reflection in its relationship to the applied sub-disciplines of educational science.</p>

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Konsolidierende und disruptive Erziehungswissenschaft

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月19日

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  • Colin Cramer

摘要

In the scientific community, data indicating a decline in the number of groundbreaking findings across disciplinary boundaries, i.e. are less disruptive, has led to a broad and self-critical discussion. Concurrently, this discourse posits that the consolidation of research, understood as disciplinary normal science, represents the foundation for the emergence of disruptive findings. In the field of educational science, this discussion has yet to gain significant traction, giving rise to pivotal inquiries into the present state and future trajectory of the discipline. The article summarizes the current situation of educational science against this background and discusses a possible perspective for general education as a simultaneously consolidating and disruptive science of reflection in its relationship to the applied sub-disciplines of educational science.