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The article contains a discussion of the contemporary crisis of general education (Allgemeine Pädagogik) with special attention to: (i) how the cultural erosion and societal differentiation the last 40 years has downgraded the concepts of upbringing and education (Erziehung, Bildung) in favour of an increased attention towards concepts of socialization and learning. Secondly, the question of the relation between (ii) general education and the empirical-methodologically specified sub-disciplines is also raised, as these sub-disciplines are currently in the process of detaching themselves towards enhanced autonomy. Finally, the article looks into the difference between the research-programs respectively of general education and the social-psychological paradigm of educational research (Bildungsforschung, uddannelsesvidenskab). The total argument of the article claims, that the research program as well as educational program of general education is justified today by maintaining an approximate unity of a field of knowlegde currently under pressure towards a diffuse or even non-pedagogical nature. Therein lies the current inevitability of general education in our current po-mo societal formation.

Artiklen perspektiverer på den almene pædagogiks aktuelle, pressede tilstand, i lyset af de centrale, transnationale udviklingstendenser inden for uddannelsesstyring der har gjort sig gældende de sidste ca. 25-30 år. Dette gøres, ved at tage afsæt i de såkaldte antinomier, som en række pædagogiske forskere har forholdt sig til som definerende for moderne pædagogik. Denne tematik blevet sat på dagsordenen af aktuelle uddannelsesforskere som bl.a. Alexander von Oettingen; Michael Uljens; Lars Løvlie; Gert Biesta, Birgit Schaffar og Dietrich Benner. Oettingen ser nærmere bestemt spørgsmålet om pædagogisk professionalitet som spaltet i fire antinomiske paradokser, der angår (i) Rationalisering (sociologi); (ii) Pluralisering (kultur); (iii) Individualisering (psykologi) og (iv) Civilisering (natur, filosofi) (Oettingen i Kristensen & Laursen: 2012, s. 531-549). Disse pædagogiske paradoksaliteter har en rod bl.a. hos Kant, Rousseau og Herbart. Artiklen søger gennem fokusering af sådanne pædagogiske antinomier eller paradokser (omkring pædagogikkens videns-, værdi-, institutions- samt handlings-problem, jf. Oettingen: 2010) at vise, hvorledes den transnationale uddannelsesrevolution de sidste 25-30 år har udtyndet den almenpædagogiske undermuring af begreberne: I. professionalitet, II. læring, III. autenticitet og IV. dannelse. Dermed fokuseres de almenpædagogiske problemstillinger der kendetegner disse fire begreber. Dette gøres for at vise, hvorledes den transnationale uddannelsesstyring i dette lys udgør en bekymrende afvikling eller sammenklapning af pædagogikkens almene grundtræk.

Grue-Sørensen’s concept of ’educational teaching’ is traced back to an original infl uence from Herbart and Kant. On this background the article attempts to interpret, how one can understand a concept of educationalteaching today. With that, the concept is shown to have its root in a tradition of general education and Grue-Sørensen is shown to be a Danish representative of this. However, in research programs as well as educational programs this tradition has generally been under increasing pressure the last approximately 30 years. Grue-Sørensen and his possible relevance today is discussed in connection with a potential revitalization of a general educational thinking in our current postmodern epoche of higher education.

Er oprindelig indtastet under 2017. Er nu flyttet fra 2017 til 2018 efter dialog med Henrik N.

Monografi udgivet af IUP (Forskningsprogram for Didaktik) i skriftserien Musikpædagogiske Studier, bd. 4. Redigeret af Frede V. Nielsen

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In this article music is discussed as a sensual-aesthetic subject in the Danish ‘Folkeskole’ (compulsory primary and lower secondary school). Special attention is given to music as a sensual subject. This topic is developed in two directions: (i) The overall curriculum of the ‘Folkeskole’ is criticized as being divided into a ‘structure of opposites’. Among other things this structure includes the opposition between academic-theoretical (‘bookish’) subjects opposite the aesthetic (‘artistic’) subjects. Based on this criticism a ‘pedagogy of sensuality’ is suggested as a relevant approach. (ii) As a way to develop the problems concerning the sensuality-approach to the subject music discussed in (i), the concept ’capability of life’ livsduelighed) is suggested as a key concept for an ontological grounding of music as a school subject. This perspective draws on the ontological concept of Lichtung (clearing) found in Martin Heideggers Sein und Zeit (1927). Keywords: cabability of life (livsduelighed), school subject music, sensuality, Martin Heidegger, clearing, Theodor Wilhelm

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