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There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject-matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: 'What is meant by critical educational research?' and 'How do the various approaches to this topic relate to one another?'. This article inquires into the relationship between critique and negativity. Such a distinction is relevant for the practical, theoretical and research-oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability-a possibility that itself presupposes knowledge and ability-point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to

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Zusammenfassung: Der Beitrag entwickelt eine bildungstheoretische Rahmung von PISA, die in der Struktur der Allgemeinbildung moderner Bildungssysteme begründet ist. Gezeigt wird, dass im Zentrum erziehungswissenschaftlicher Schul-und Unterrichtsforschung ein Implikationszusammenhang von Unterricht, Didaktik, Curriculumentwicklung und Leistungsmessung steht, den empirische Schulforschung beachten muss. Abschließend werden Desiderata im Forschungsdesign von PISA identifiziert und Anschlussfragen formuliert, die für die Weiterentwicklung der internationalen Schulleistungsvergleichsforschung und die Diskussion ihrer Ergebnisse von weitreichender Bedeutung sind.

Purpose: This article explores the question of what is meant by justice in pedagogical contexts and 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. Design/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. Originality/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.