“What do the things show us?” is the prototype of a question in pedagogical contexts, especially in the context of a conventional school lesson. Usually, there is supposed to be a definite answer to this question. This can be the case, when the thing in question is distinct and clear, easy to describe. Moreover, putting this question and expecting a definite answer can also be done with the intention of limiting the spectrum of possible answers. That may serve didactical purposes, or, the primary aim can be to stabilize the existing social power structures.
However, if there are different concepts of the things in question, or these things are difficult to describe, the pole of the object is faced by diverse subjects perceiving one and the same thing differently. Then there is not only one answer to this question. What does this mean for didactics?
In a setting of explorative learning one and the same thing can be investigated from different angles. Displacement is a didactical strategy of explorative learning. Then, the situational context of locations, things and discourses is taken into account in didactical regards: A fact or a thing changes its meaning and significance by being displaced and relocated into another material or discursive context. A certain thing (also word) thus can, like a motor and sensitive to different contexts of life and professional disciplines, sets going a materially founded and discoursively-symbolic process of interpretation.
2016. Vol. 2, no 2, 17-30 p.