How does pedagogy make its objects visible? What do images and pictoriality in particular “do”, how do they “work” in the mediation context of schools, universities and other social fields, i.e. wherever visual and pedagogical communication cannot be separated? In addition to these two very fundamental questions, the publication will deal with the functions that pedagogical theory currently assigns and has assigned in the past to the production and reception of images—especially with regard to the development of “personality” and “competence”. In historical and systematic case studies and essays from different knowledge contexts, the publication aims to conceptualize the visual culture of pedagogical practice and theory.
How does pedagogy make its objects visible? What do images and pictoriality in particular “do”, how do they “work” in the mediation context of schools, universities and other social fields, i.e. wherever visual and pedagogical communication cannot be separated? In addition to these two very fundamental questions, the publication will deal with the functions that pedagogical theory currently assigns and has assigned in the past to the production and reception of images—especially with regard to the development of “personality” and “competence”. In historical and systematic case studies and essays from different knowledge contexts, the publication aims to conceptualize the visual culture of pedagogical practice and theory.