In part 1 the perspective of uncertainty and the guiding questions will be presented. The authors examine uncertainty from the perspective of five different subjects (Biology, English, General Studies, Geography and Physical Education) and different grades (primary and secondary school). These perspectives have two assumptions in common: (1) uncertainty can be a productive component for subject-related teaching and learning, and (2) subject matter education is connected with the broader concept of Bildung. The exploration and comparison of these perspectives refers to five different qualitative studies (c.f. Bonnet & Bracker, 2018; Gebhard et al. 2018; de Boer & Michalik 2018; Regenbrecht et al. 2018) and is structured by following four questions: 1. What does uncertainty mean in the context of these subjects? (Q1) 2. How do teachers and students cope with such uncertainty? What do empirical data tell? (Q2) 3. What do the results mean in the context of ‘Bildung’? (Q3) 4. What do the results mean in the context of teacher education? (Q4)

Bonnet, A. & Bracker da Ponte, E. (2018). Überfachliches Lernen durch Ungewissheit? Social skills und Reflexivität im kooperativen Englischunterricht [Interdisciplinary learning by uncertainty? Social skills and reflexivity in the co-operative English as a foreign language classroom]. Fremdsprachen Lehren und Lernen, 47(1), 25-39. de Boer, H. & Michalik, K. (eds.) (2018). Philosophieren mit Kindern. Forschungszugänge und -perspektiven [Philosophising with Children. Approaches and perspectives for research]. Opladen: Budrich.