Dimensions of a critical psychology of learning and teaching

This paper examines different dimensions of the relationship between learning and teaching from a critical psychological point ofview, in order to gain new ideas for a critical psychology of teaching. The focus is on the conceptualisation of the learner, the teacher and the learning-object, as well as the learning-teaching relation and the institutional background. These reflect'ions remain in an area of conflict, because, on the one hand, concepts of teaching have to be improved and on the other, especially in school, the repressive function of teaching-processes is apparent in the selection and ideological formation of people.This fundamental contradiction is responsible for many problems within educational practices.