Karsten Kenklies, Dr. phil., Senior Lecturer at University of Strathclyde, Glasgow. He was professor at University Duisburg-Essen and University of Jena, research fellow at Tamagawa University, Tokyo. Research and publications in systematic & historical pedagogy in the perspective of an intercultural-comparative History of Ideas.

Sebastian Engelmann, Dr. phil, Junior Professor for History and Theory of Education at the University of Education Karlsruhe. He was research assistant at the Universities of Jena and Tübingen. Research and publications in Historical and Systematic Pedagogy, Democracy Education and Progressive Education.

Dedication

Acknowledgements

1. Kenklies/ Engelmann: Feyerabend and the Pedagogy of Irritation. An Introduction


2. Irritations - Paul Feyerabend in Education Studies




1. Hemetsberger: Theoretical bystander. Paul Feyerabend's reception in publications on education


2. Kenklies: Limitations of Abundance? The Role of Concepts in Pedagogical Discourse





3. Inclusions - Feyerabend and Science Pedagogy




1. Essex: Feyerabend's Inclusive Pluralism. The Relevance of Approaches to Science for Inclusive Educational Practice


2. Garcia da Silva Oliveira: Feyerabend's View of Science Education. Critical Thinking and the Proficiency Approach


3. Ferreira Souza Queiroz/ Garcia da Silva Oliveira: The place of scientific errors in Feyerabend's proposal of a pluralistic education





4. Performances - Feyerabend and Pedagogical Practice




1. Frimberger: The Tyranny of Truth and the Preservation of Human Happiness (à la Bertolt Brecht and Paul Feyerabend)


2. Shaw: Feyerabend on Education, Professionalization, and Intellectual Pollution






Robertson/ Chen/ Prajapati: The Staged Cage? Education, reality and "illusions" of freedom: A Dialogue

Paul Feyerabend was one of the most influential forces that changed the intellectual world in the second half of the 20th century. Based on his intimate knowledge of the history and of the contemporary state of the sciences, his background in philosophy, and his genuine interest in the arts, Feyerabend never missed an opportunity to challenge prevalent views on the sciences and philosophy. Feyerabend's broad interest in cultural affairs included, of course, questions of education, of the ways people are educated (or: indoctrinated) into scientific beliefs and worldviews. He always was appalled by the ways in which sciences and philosophy are taught as truths and as facts rather than as imperfect, questionable theories or, even better, as practices of searching and philosophizing. His reflections touch on a wide range of pedagogical issues, from questions around the shape of educational theories or the role the sciences play or should play in education to the discussion around educational aims and methods. He proposed a unique and very much enlightening approach that relates him closely to Continental European discussions around Bildung in its broadest sense.

This volume explores some of the different educational perspectives to which Feyerabend's thoughts make a highly original and creative contribution. In each section, different scholars from across the globe who are experts in the relevant fields of educational debates will present and discuss the way in which Feyerabend challenges prevalent and enriches future pedagogical discussions.