Fluidität bildet

The term ‘education’ refers to the examination of subjects that are relevant to education by an individual and their environment, to the establishment of relationships and limits that occurs during that examination process and, in this respect in particular, to the question of ‘educational fluid’ on the one hand and fluidity as a characteristic of educational processes and fields on the other. If education is thought to be ‘fluid’, it cannot be used as solid ‘capital’ in a steady process of (power accumulation and) growth, as anything fluid can neither be cumulated nor added up. Does this fluidity thesis for education possibly offer us the chance of a departure from the logic of capitalisation, utilisation and growth of and through education? How can a knowledge-based society which views itself as ‘fluid’ be conceived? With contributions by Florian Dobmeier, Sebastian Engelmann, André Epp, Dominik Farrenberg, Nina Grünberger, Raffael Hiden, Juliane Noack Napoles, Manfred Oberlechner, Guido Pollak, Anke Redecker, Thomas Rucker, Robert Schneider-Reisinger, Andreas Spengler, Gabriele Sorgo, Birke Sturm