Ethnomethodologie als handlungstheoretische Grundlage einer Didaktik der Kommunikation

Our focus is the question as to how communication in school and instruction can be organized in an open-ended yet methodical fashion. Accordingly we proceed from the thesis that teaching methodology must be in accordance with the methodology od everyday activities so that school instruction can build on the structure of reflexive communication. We therefore adopt ethnomethodology as a theory of everyday activities in order to establish a repertoire of teaching methodologies. Taking an ethnomethodological perspective we analyze two examples of pupil aggression from the aspect of the reflexivity of accounts and develop suggestions for openended teaching methodologies.