"Wirtschaftspädagogik" as a cross-sectional discipline always has to make sure of its long standing foundations and its new networks in a self-reflexive way. It implies productive understanding in a threefold manner: a) understanding itself as a productive, creative act of appropriating and forming of world within the medium of language, in manifold "linguistic plays" b) the formative process of the subject as a dialectic of extraneous influences and self-determination, aiming at becoming self and autonomous while being embedded in the given social context c) the production, circulation and distribution of goods and services in their structures, modes of operation and regularities as economic and technological style and as a specific way of life. A novel, rhizomatic founding of the theory and didactics of vocational education is the principal purpose of this work, i.e. to clarify the complex problems of vocational education theory on the horizon of acting, language and practical reason. Rhizoma, Greek "rootstock", here stands - epistemologically turned - for many entrances, exits and transitions, linkages, concatenations, transversal connections of reason. In ametaphorical sense, Rhizoma stands for liberty and experiment, eludes attempts at defining and deriving it in order to limit rhizomatic thinking and acting in anticipation. There is no obligatory semantic structure of the world or a predetermined system of representation, which has to be observed. This in turn gently enforces diversity (plurality), looking out for new dimensions, being mindful of what unity could still be. The consequence of the work project to the theory, didactics and practice of vocational education is to become evident through concatenations (linkages) with other disciplines (philosophy, economics, ecology, sociology, linguistics) described and laid out here. What matters in the future above all is the question which new socio-political, economic, ecological, technological, communicative and pedagogic challenges vocational education theory has to face and which general and specific functions can be derived from that. The question of the legitimacy and plausibility of leading ideas / examples arises, which can guarantee a responsible organization of the future when being realized in a discursive way. Three guidelines or grand perspectives (which in turn areinterwoven in a manifold way) are developed here: the idea of the languageplayer and the symbol player; the idea of the economic style and the necessary clarification of the understanding of technology; the model of the "Homo symbolicus oekologicus".    «

"Wirtschaftspädagogik" as a cross-sectional discipline always has to make sure of its long standing foundations and its new networks in a self-reflexive way. It implies productive understanding in a threefold manner: a) understanding itself as a productive, creative act of appropriating and forming of world within the medium of language, in manifold "linguistic plays" b) the formative process of the subject as a dialectic of extraneous influences and self-determination, aiming at becoming self a...    »