This paper presents some initial findings of a double-sided study on collective research in inclusive education. The aim is to discuss how thinking on inclusive education can be produced and evolved in a community of inquiry consisting of practitioners and researchers. The paper presents both a research process and an explorative theoretical endeavour to rethink how we might conduct research in education and more specifically inclusive education. The theoretical point of departure is Hannah Arendt's concept of 'thinking without a banister' which, succinctly put, means to be able to think without a fixed methodology. We connect Arendt's idea of 'thinking without a banister' with Johann Friedrich Herbart's concept of pedagogical tact, which deals with the strong connection between theory and practice in educational processes. The paper ends with a reflection on the possible influence on inclusive education of the framework presented, and how it might lead to a more inclusive starting point for thinking about and researching the field of inclusive education.

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In this paper, it will be argued that the concept of ‘Bildung’ has a twofold role in pedagogical research. On the one hand, it holds a position for conceptual analysis and discussions of how a pedagogical relation is established between an individual and the world. In this sense, it belongs to theoretical pedagogics. Humboldt concepts of receptivity and self-determination (Selbstätigkeit) and Klafki’s theory of categorial pedagogy are central contributions to this discussion. On the other hand, the concept of Bildung has a role as a regulative idea due to the ideas and imaginations of various forms of humanity it contains. In this sense, it fulfills an ethical dimension since it is regulative for the pedagogical relationship between individual and world.

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