[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601252-105":59,"doc-detail-601252-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","on-justice-in-pedagogical-contexts-article","On Justice in Pedagogical Contexts - Article","","This article examines what “justice” means in pedagogical contexts and whether a well-founded pedagogical concept of justice can be identified. Rather than proposing a positive concept, it analyzes pedagogical injustices and classifies them across levels of the educational system. The study develops a differentiated phenomenology of injustices, highlighting starting points for possible reforms. It avoids instrumentalizing education toward extra-pedagogical norms and argues for pragmatic ways to reduce injustices with relevance beyond Germany.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/on-justice-in-pedagogical-contexts-article/601252/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/on-justice-in-pedagogical-contexts-article/601252.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the article focus on regarding justice in education?","Question",{"text":112,"@type":113},"It asks what is meant by justice in pedagogical contexts and whether a proven pedagogical concept of justice exists to judge disputes about justice in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article approach the concept of educational justice?",{"text":117,"@type":113},"It analyzes pedagogical injustices and assigns them to different levels of the educational system, developing a differentiated phenomenology rather than a positive concept of justice.",{"name":119,"@type":110,"acceptedAnswer":120},"What reform-oriented direction does the article propose?",{"text":121,"@type":113},"It suggests analyzing existing injustices in the educational system and seeking ways to reduce them, while avoiding positive postulates of justice in developing a pedagogical concept.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601252,1792230840,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","On Justice in  \nPedagogical Contexts  \nDietrich Benner  \nHumboldt University of Berlin  \nECNU Review of Education 2021, Vol. 4(4) 669–685 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120933278](DOI: 10.1177/2096531120933278)[ ](DOI: 10.1177/2096531120933278)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article explores the question of what is meant by justice in pedagogical contextsand whether there is a proven pedagogical concept of justice at all, from which the public and scientific controversies about justice in pedagogical contexts can be judged.  \nDesign/Approach/Methods: Instead of developing a positive pedagogical concept of justice, this article analyzes pedagogical injustices and assigns them to different levels of the educational system. Findings: The result is a differentiated pedagogical phenomenology of injustices in pedagogical contexts, which at the same time shows starting points for possible changes.  \nOriginality/Value: The originality of this article is that an instrumentalization of education in the service of extra-pedagogical norms of justice is avoided and a pragmatic approach is developed, which shows how pedagogical injustices can be reduced. Although the arguments for this are developed on the basis of discourses held in Germany, they are of general and international importance.  \nKeywords  \nDemocracy theory, educational injustice, educational justice, idea of good, just community, morality and justice  \nDate received: 24 October 2019; accepted: 17 May 2020  \nCorresponding author:  \nDietrich Benner, Department of General Education, Humboldt University of Berlin, Unter den Linden 6, 10099 Berlin, Germany.  \nEmail: [dietrich.benner@rz.hu-berlin.de](dietrich.benner@rz.hu-berlin.de)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nIn Germany, there is currently a renewed dispute as to whether the existing education system can be regarded as fair and whether it meets the requirements of an all-encompassing justice. Some criticize that the German schools did not ensure equal opportunities and educational justice for their pupils and call for the establishment of a new Education Council. This council should introduce comprehensive schools as mainstream schools, covering elementary school, secondary level I (junior high and high school), and the Abitur level (general qualification for university entrance), as a way to ensure equal opportunities and educational justice (see [http://bildungsrat](http://bildungsrat)[fuer-bildungsgerechtigkeit.de/der-weg-zur-petiton/](fuer-bildungsgerechtigkeit.de/der-weg-zur-petiton/)). Others defend the selective structure of the German education system, which also includes secondary schools and traditional high schools in addition to comprehensive schools, and want to stick to this structure. Both groups invoke principles of justice, one by emphasizing the rights of children to a common education and seeking to implement inclusion throughout the educational system, the other by rejecting inclusion at the Abitur level and interpreting selection as essential to the fairness of talents.  \nThis article seeks to clarify the role of basic pedagogical discussion, educational science research, and educational policy reforms in this dispute. In the four sections, the article discusses the question of what is meant ","cbCaitHktEthWOi3","https://ap.wps.com/l/cbCaitHktEthWOi3","pdf",159846,17,"English","# Abstract\n# Purpose\n# Design/Approach/Methods\n# Findings\n# Originality/Value\n# Keywords\n# Main Discussion\n## Justice in pedagogical contexts\n## Ethics and theories of justice\n## Critique of discourses on justice\n## Justice problems by pedagogical acts\n## Conclusion and proposed approach","[{\"question\":\"What question does the article focus on regarding justice in education?\",\"answer\":\"It asks what is meant by justice in pedagogical contexts and whether a proven pedagogical concept of justice exists to judge disputes about justice in education.\"},{\"question\":\"How does the article approach the concept of educational justice?\",\"answer\":\"It analyzes pedagogical injustices and assigns them to different levels of the educational system, developing a differentiated phenomenology rather than a positive concept of justice.\"},{\"question\":\"What reform-oriented direction does the article propose?\",\"answer\":\"It suggests analyzing existing injustices in the educational system and seeking ways to reduce them, while avoiding positive postulates of justice in developing a pedagogical concept.\"}]","On Justice in Pedagogical Contexts - Article | PDF",1792092266,43]