Vom Beutelsbacher Konsens zur erwägungsorientierten Kontroversität: für einen demokratieförderlichen Sachunterricht

Sollten nur Kontroversen im Unterricht kontrovers behandelt werden? Diese Frage diskutiert die Autorin in ihrem Beitrag. Dabei zeigt sie, wie durch das Konzept des vielperspektivischen Sachunterrichts Vielfalt auch als Kontroversität Eingang in den Unterricht der Grundschule erhalten könnte. (DIPF/Orig.) The Beutelsbach Consensus (1976) formulated as a minimum consensus for political education is also regarded as an orientation for education and science (Sander 2009). It opposes indoctrination of students, who should be able to analyze their interests and form their own judgments. The controversy requirement is central to this. However, its restriction to the fact that only what is discussed controversially in science and politics must also be discussed controversially in schools and lessons has been criticized in the meantime. The handling of alternatives to be considered, also in the case of consensual issues, is to be taken up from the perspective of deliberation theory and to be thought about further (Blanck 2006 b). It leads to a diversity-oriented teaching of facts that systematically combines perspectivity and controversy. This contributes to a democratically supportive subject teaching in primary general studies. (DIPF/Orig.)