Das Verstehen des Pädagogischen Dialogs als Bedingung der Kriminalitätsbekämpfung

Abstract

The authors of this article investigate the possibility that the absence of pedagogical dialogues between educators and students can explain aspects of the incidence of crime, in particular acts of crime committed by young people. Based on this thesis and on basic principles of education, the relationship between language, communication and dialogue, as well as on the etiology and essential meaning, of the concept of „dialogue“, the authors demonstrate that education is fundamentally an act of dialogue. The acknowledgement of this ontological fact will not only promote acceptable relationships and behaviour among the youth, but will also assist educators and social workers in their venture against the wave of criminality which is threatening to overpower the world.