was always in the most recent seminars also discussed the life-world oriented teaching / pedagogy, as opposed to confrontational pedagogy. The following questions emerged: Why
finds life-world and relationship-oriented pedagogical thinking not accepted in confrontational school cultures? What motives drive confrontational oriented to teachers? As the professional socialization of confrontation was based teachers? How to handle confrontational oriented educators own psychological problems that result from the working day? Why can exclude confrontational oriented teaching and managerial staff critical discourses about power, standard and adapt so easily from their pedagogical thinking? Is there any scientific studies that can explain why and where the teachers choose a confrontational, emotionally more hard or resistant, or a relationship and life-world oriented, emotionally rather understand and accepting handling style as "difficult" children and young people? What are the causal factors for such decisions and determinations? Would you be through better education and adequate training alter or soften? Are confrontational and relationship-oriented pedagogy to a certain point even compatible?
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