Abstract:
In this dissertation, the author will propose two theses: on the one hand, it is claimed that the development of Klafki´s theory of education, i. e. from categorical to critical-constructive education, is evolving in a continuous line. Second, the author is making the attempt to eradicate the shortcomings of the critical-constructive theory of education. This is achieved by a revised concept of categorical education and, at the same time, putting more emphasis on subjekt-centered didactics.