Kurzinfo:
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Dysfunctionality of education – or to be more precise time spent in institutions meant to be installed for the purpose of education – is a problem that attracts attention globally. Apparently reports and studies show that in many contexts, not only due to bad conditions such as lack of facilities, absence of teachers (Abadzi 2009; De and Dreze 1999; De et al. 2011) etc., but also because of the inadequate form and content of education, children leave school after years of boredom and helpless disciplinary actions without the ability to read, write and/or be able to contribute a meaningful share to their community (Jeffrey et. al. 2004, 2005; Pillai 2013). Contrary, the socialisation in these institutions can alienate the young community members from their community and leave them without any competencies, be it for subsistence economy on the one hand or white-collar employment in global economy on the other (ibid.). Beside this urgent need for transformations in the given educational sector, it seems to be very difficult if not impossible to even think of alternative forms of education that are substantially different to the hegemonic concept of education found globally.
In the following pages, we analyse more detailed the underlying concept of universal education and why thinking of alternative ways in education is so difficult, but urgent. Our assumption is that the very idea of singularity is part of the problem. ... (Orig.)
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