Pädagogik(en) des guten Lebens im Zeichen der Zeit

This article examines the temporal context of pedagogical conceptions of a good life - in the field of tension between individuality and sociality, pedagogy and politics, determinacy and indeterminacy - exemplarily on the basis of pedagogical strategies on the one hand and philosophical references on the other. These pedagogical interpretations and thus the pedagogization of a "good" or "real" life are examined in detail from the perspective of educational philosophy and with reference to its German-speaking representatives: On the one hand, when it comes to conceptions of a good human life, pedagogy, both in theory and practice, seems to depend on a clear, normative goal perspective that also claims validity for the future. On the other hand, it seems necessary to consider and preserve the openness of the future, which justifies the necessity of pedagogy in the first place, in this process so that young people are empowered to take responsibility for shaping their world in relation to others. The latter, however, seems to argue against any over-arching core ideas derived from contemporary, rigid ideas of a good life. By pointing out this dilemma and analyzing different approaches to solving it against the current background of the uncertainty of social transformation processes, the text aims to make a general educational contribution to the philosophical discussion about a (collectively) good life.