In his work, the author encourages a critical review of terms and concepts of pedagogical reflection and searches for a theoretical understanding with which contradictions and irritating inconsistencies can be constructively “resolved”. He abandons the claim to absolute truth and develops the theoretical concept of antinomy sensitivity. It becomes understandable that educational processes and the formation of many “contradictions” are interspersed with each other, which should be critically considered and constructively dealt with. On this basis, the author derives possible and desirable conclusions for educational policy, educational science, practical school counseling as well as for the socio-political framing of pedagogy and education.weiterlesen