Pädagogisierung und Selftracking

Self-tracking, as one manifestation of digitization, currently advances as a productive research field for social and cultural sciences. Amongst other things it is regarded as an expression of the urge for optimization and quantification (e. g. Lupton, 2016). Frequently, this phenomenon comprises the utilization of digital technology for creation of knowledge that is in turn applied for attempts of personal change (Wolf, 2010). This analysis investigates self-tracking as a context for pedagogization (c. f. Proske, 2002), based on the requirement for pedagogical, descriptive and empirical perspectives on the subject. Building on observations of the importance of knowledge and learning in the present society, this investigation puts a multidimensional analysis model into empirical practice: The handling of knowledge (c. f. Kade, 2004) tends to be accompanied by deficit and potential-oriented addressees as well as specific roles in communication, and reflections on these aspects express pedagogical knowledge (c. f. Kade & Seitter, 2004). Material from both, semi-structured expert interviews with users and website contents of self-tracking services and a health insurance company, build the empirical basis for a qualitative content analysis (Schreier, 2014). The results show self-tracking as a context for pedagogically relevant operations and typical addressees. Self-tracking is particularly a matter of personally meaningful information on past performances and future possibilities. The internal and external expectations situationally connect with the impartment, acquisition and revision of knowledge. Furthermore, these findings are located in a framework, which provides particular possi-bilities, dissolving spatial and temporal boundaries of communication and integrating computational, algorithm-based processes into individual and social practices. Additionally, differences between cases imply typical tendencies of self-tracking use. All things considered, the discussion of insights as well as applied methods focuses on characteristic features and limitations in the research on the pedagogical aspects of self-tracking as one manifestation of digitization. Kade, J. (2004). Erziehung als pädagogische Kommunikation. In D. Lenzen (Hrsg.), Irritationen des Erziehungssystems: pädagogische Resonanzen auf Niklas Luhmann. (suhrkamp taschenbuch wissenschaft, 1657, S. 199-232). Frankfurt am Main: Suhrkamp. Kade, J. & Seitter, W. (2004). Selbstbeobachtung: Professionalität lebenslangen Lernens. Zeitschrift für Pädagogik, 50 (3), 326-341. Lupton, D. (2016). The Quantified Self. A Sociology of Self-Tracking. Cambridge: Polity Press. Proske, M. (2002). Pädagogisierung und Systembildung: Das Pädagogische im gesellschaftlichen Umgang mit dem Dritte-Welt-Problem. Zeitschrift für Erziehungswissenschaft, 5 (2), 279-298. Schreier, M. (2014). Varianten qualitativer Inhaltsanalyse: Ein Wegweiser im Dickicht der Begriff-lichkeiten. Forum: Qualitative Sozialforschung, 15 (1), 1-20. Wolf, G. (2. Mai 2010). The Data-Driven Life. The New York Times Magazine. Abgerufen unter http://www.nytimes.com/2010/05/02/magazine/02self-measurement-t.html