Abstract

The article discusses the figure of pedagogical tact in its cultural and social entanglements and transformations. Tact is reconstructed from a dialectical-relational perspective as a utopian figure which arises both within pedagogical relationships and from the relationships to the respective cultural and social conditions – more precisely: from a criticism of them. In this dialectical tension, it is argued that relationships are both transformative and, in turn, require transformations in order to enable tactful pedagogical action.