Scheitern als Tabu der Pädagogik?: Vom Verdrängen, Dethematisieren und Durcharbeiten eines ständigen Begleiters.

The paper examines the taboo of failure in pedagogy and argues that this taboo is just as complex and contradictory as it is necessary for the discipline. It explores how failure is discussed in pedagogical theory and practice and which forms of speaking about pedagogical failure are tabooed. The article does not advocate for breaking the taboo, but rather for working through it. It emphasizes that pedagogical action always goes hand in hand with broken intention and that failure is a unique characteristic of educational science. Failure is considered an important pedagogical experience that opens up spaces for reflection. Approaches are discussed on how to promote a culture of mistakes and a serious engagement with failure in learning and educational processes. It is emphasized that educational science should thoroughly address the taboo of failure. [Extracted from the article]