The anthology "Wissensdiversität und formatierte Bildungsräume" [Knowledge Diversity and Formatted Educational Spaces] by Andreas Beinsteiner, Ann-Kathrin Dittrich, and Theo Hug (eds.) (innsbruck university press) highlights "questions of knowledge diversity [...] as desiderata in diversity research. To date, no commissions or research programs have been established to address the extinction of types of knowledge and strategies for their preservation. On the one hand, the relevance of different forms of knowledge for educational processes and social problem-solving is widely acknowledged. On the other hand, in educational contexts of digitality, formatting and standardization are increasingly coming to bear, which conflict with the heterogeneity of forms of knowledge and codify particular concepts of education and knowledge. This volume closes a gap in diversity research by illuminating and deepening different aspects of the tension between knowledge diversity and formatted educational spaces. The contributions are interdisciplinary in nature and include theoretical and normative considerations, social science analyses, and pedagogically and practically relevant reflections." (cf.

https://www.uibk.ac.at/iup/buecher/9783991061298.html)

Abstract by Jan Christoph Heiser:

Intercultural philosophy and pedagogy fundamentally affirm cultural diversity and do not regard it as a temporary stage on the way to a position of unity that negates diversity: they aim at a culture-specific and cross-cultural polylog—understood as a polyphonic, multi-perspective, knowledge-diverse, critically constructive exchange of ideas in between. This process of deprovincialization has a fundamental ethical-egalitarian, democratic dimension: differences and distinctions that arise do not impair communication and interaction, but explicitly support and promote them. Polylogue and intercultural learning lead to a reciprocal broadening of horizons and diversity of knowledge.

With the Enlightenment's inherent claim to "validity by insight", the reflective and decisive power of judgment of the individual gains in importance. According to the thesis of this article, polylogue is therefore only possible and fruitful through the exercise of the power of judgment and the development of a sense of community. This article deals with the connections between polylogue, judgment, and common sense in the context of knowledge diversity.

Keywords: learning, experience, knowledge, between, power of judgment, responsiveness, sociality, intersubjectivity, interculture, polylog, education, enlightenment, community spirit