Grænser for rationalitet

- om det pædagogiske arbejdes flertydighed

Abstract

The article sets out from the intentional understanding of the concepts 'education' and 'teaching'. Having noticed the reasonable but limited point in this concept, the article discusses the significance of the notion of the rational discourse in the way researchers and teachers treat practical work of education. In this context it is pointed out that the credibility of the teacher in many ways is the central issue in educational work, and that it maybe is bidden by the ideology of the rational discourse.