Social inclusion of students with diverse worldviews in German pedagogical discourse

Abstract

In Western civilization, social pluralism constitutes an empirical fact. It may result in the atomization of individuals and the formation of numerous hermetic systems of communication. Pluralism is conditioned by a variety of factors: personal, economic, linguistic, cultural and subcultural, political, ethnic, religious, as well as imaginary. All these forms of differentiation converge at the general level of individual and collective worldviews. In this context, a key social and educational challenge is the construction of community, encompassing the development of a consciousness oriented toward the common good and social inclusion despite differences in worldview. The concept of social inclusion is not limited solely to persons with disabilities, but also encompasses other fundamental forms of diversity, including the plurality of worldviews. This article demonstrates the necessity of transforming the narrow conceptualization of social inclusion – often limited to the context of individuals with disabilities – into a broader framework that accounts for the multiple factors determining social coherence. In the course of the analysis, the concepts of worldview and social inclusion are defined. Within this context, social inclusion is presented as both a primary objective for schools and a significant educational challenge. The research material consists of contemporary German-language discourse within this field.