Intellectuals and school

This paper addresses the ambivalent relationship between intellectuals and the institution of school. Based on the specific self-descriptions of intellectuals which can be summarifed through the concepts of truth, reason and humanity, the author calls on the institution of school to make an increased effort into winning Intellectuals as partners in dialogue and advisors for the institutional and pedagogical developmental process. On the other hand, intellectuals are encouraged to take a (more) active role in the topics related to school and school pedagogy, as was the case in the 70ies of the 70'" century. The author develops the oppositeness of centripetal crud centrifugal types of intellectuals and presents important intellectuals whose work hadJUr-reaching benefits jor education on an international level. Finally it is clear that that the.side-to-side pendulum motion between the inside and the outside and between inclusion and exclusion is what predetermines intellectuals to innovate. The ewamples of the tsvo school projects -Glocksee and Lcrhorschule l3ielefeld-shows that they would be hard to imagine without their initiators and scientific advisors 0skar Negt and Hartmund won Hentig.