The book interrogates a pedagogy that puts the individual child at the center, but does not perceive that it supports the powerful and privileged with its ideas in reality - and forgets many who need other pedagogical approaches to move forward better in their thinking, describing, and judgment in strange ways. The presentation is driven by the question of what problematic effects cause politically and pedagogically good intentions, even when they are nodding support by a broad generality. The motifs, according to the thesis, are beloved politically correct and humanistically meaningful educational myths that no one seriously wants to fall behind. The book strongly opposes the ultimately undemocratic political-pedagogical unification of pedagogical thought for a dialectical and ambiguity-tolerant view of pedagogy.
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