Kontroversität in der politischen Bildung: Eine Replik auf Johannes Drerups Orientierungsrahmen für die Unterrichtspraxis

In this article, the authors first comment on the orientation framework developed by Drerup and follow the author’s basic conclusions, but also point out gaps in his argumentation and present their on take on some of the relevant issues. The critical part of the article concentrates on the commentary of the guidelines for teaching practice for teachers, which were developed by Johannes Drerup as an aid for teachers to deal with controversial issues in the classroom. They critically discuss Drerup’s attempt to provide a more concrete formulation of the second principle of the Beutelsbach Consensus by indicating some of ressources the Consensus of Beutelsbach offers to avoid a position that defends a radically open controversy. The authors also argue against Drerup’s educational conception of democratic education and the prominent role that teachers are supposed to play in teaching controversial issues. As an alteernative to this conception, the authors defend a conception of subject-oriented education that focuses on the learners and their concepts and ideas rather than on the role of the teacher.