Developing teaching quality as immanent transcendence

This paper argues that the epistemological orientation and mode of higher education research influence the practice of teaching and learning, and thereby reproduce societal power relations in these areas. In this context, the form of knowledge and its preconditions are examined here. Epistemological reflections and science education are two sides of the same coin. By referring to Althusser’s concept of immanent transcendence, the understanding of ‘teaching quality’ can be reformulated. A necessary condition would be the practice of a double reflection in which not only teachers but also students participate.