ABSTRACT
In the last third of the twentieth century, something happened at most universities that had long seemed impossible: Pedagogy, previously a neglected minor subject, developed into a major subject. Its professorships and assistant positions increased three- to ten-fold in a short time. Minor teaching positions became large institutes, departments or even pedagogical faculties. For the first time in the history of the subject, there was an institutional differentiation of pedagogy into sub-disciplines, and professors and instructors of pedagogy were required to do ongoing research. A division of labor and specialization became possible for them. The crisis of pedagogy was already recognizable in the sixties. At that time, it was apparent in that pedagogy still "blurred the boundaries of science, philosophy and ideology" and that there was no clarity "about the subject, tasks, methods and limits of a scientific theory of education", in contrast to "non-scientific pedagogy" of a practical and philosophical sort.
