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The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educational Research

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Educational Research - the Ethics and Aesthetics of Statistics

Part of the book series: Educational Research ((EDRE,volume 5))

Abstract

This chapter focuses upon the varying contexts empirical educational research knowledge is embedded in and how this knowledge becomes subject to processes of de- and re-contextualisations according to expectations of the respective social groups it refer to. On the one side, there is an aesthetics of representation of educational research knowledge and of the rhetorically persuasive power of figures and graphic accounts, an aesthetics of providing answers. On the other side, there is an aesthetics of deconstructive scepticism and of epistemological relativism, an aesthetics of raising questions. The combination of both aesthetic forms and the provocation of both giving answers and raising questions in a formalised educational research presentation are related to two further aspects of aesthetics the chapter will focus upon. We will analyse a more rhetorical and a more epistemological focusing on two areas: (a) (oral) presentations of educational research projects (from a more microanalytical perspective) and (b) (written) publications addressing the knowledge society or educational research outcomes from large-scale assessment studies (from a more macroanalytical perspective).

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Author information

Authors and Affiliations

  1. Friedrich-Alexander-University Erlangen-Nürnberg, Erlangen-Nürnberg, Germany

    Ulrike Stadler-Altmann

  2. Institute of Educational Research, Friedrich-Alexander-University Erlangen-Nürnberg, Erlangen-Nürnberg, Germany

    Edwin Keiner

Authors
  1. Ulrike Stadler-Altmann
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  2. Edwin Keiner
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Editor information

Editors and Affiliations

  1. Faculteit Psychologie en Pedagogische We, Dunantlaan 1, Ghent, 9000, Belgium

    Paul Smeyers

  2. Campus Kortrijk, Subfaculteit Psychologie en Pedagogische, Katholieke Universiteit Leuven, Sabbelaan 53, Kortrijk, 8500, Belgium

    Marc Depaepe

Annex

Annex

Kurt Schwitters

1

An Anna Blume

O du, Geliebte meiner siebenundzwanzig Sinne, ich

liebe dir! - Du deiner dich dir, ich dir, du mir.

- Wir?

5

Das gehört (beiläufig) nicht hierher.

Wer bist du, ungezähltes Frauenzimmer? Du bist

- - bist du? - Die Leute sagen, du wärest, - laß

sie sagen, sie wissen nicht, wie der Kirchturm steht.

Du trägst den Hut auf deinen Füßen und wanderst auf

10

die Hände, auf den Händen wanderst du.

Hallo, deine roten Kleider, in weiße Falten zersägt.

Rot liebe ich Anna Blume, rot liebe ich dir! - Du

deiner dich dir, ich dir, du mir. - Wir?

Das gehört (beiläufig) in die kalte Glut.

15

Rote Blume, rote Anna Blume, sie sagen die Leute?

Preisfrage: 1. Anna Blume hat ein Vogel.

    2. Anna Blume ist rot.

    3. Welche Farbe hat der Vogel?

Blau ist die Farbe deines gelben Haares.

20

Rot ist das Girren deines grünen Vogels.

Du schlichtes Mädchen im Alltagskleid, du liebes grünes

Tier, ich liebe dir! - Du deiner dich dir, ich dir, du

mir, - Wir?

Das gehört (beiläufig) in die Glutenkiste.

25

Anna Blume! Anna, a-n-n-a, ich träufle deinen

Namen. Dein Name tropft wie weicher Rindertalg.

Weißt du es Anna, weißt du es schon?

Man kann dich auch von hinten lesen, und du, du

Herrlichste von allen, du bist von hinten wie von vorne:

30

“a - n - n - a”.

Rindertalg träufelt streicheln über meinen Rücken.

Anna Blume, du tropfes Tier, ich liebe dir!

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Stadler-Altmann, U., Keiner, E. (2010). The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educational Research. In: Smeyers, P., Depaepe, M. (eds) Educational Research - the Ethics and Aesthetics of Statistics. Educational Research, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9873-3_9

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