In part 2 the answers of the different subjects will be presented: Each subject contains uncertainties that can be distinguished into two categories: Firstly, uncertainty happens in the flow of teaching in different social and subject contexts (e.g. in foreign language teaching, it is impossible to control students' language learning processes; in physical education, the physical exposure of the individual can lead to shame or pride). Secondly, the content (e.g. climate change in geography or ethical questions in general education and biology) and/or the structure of the task (e.g. the “philosophizing with children” method) are categorically uncertain (Q1). The empirical results in most of the studies report various attempts by teachers and students to avoid or close uncertain situations. The study on “philosophizing with children” in general education in primary school seems to be an exception and reports lots of productive and fertile moments. The uncertain situation of thinking about a topic seems to be a challenge and opportunity for the students to develop and change their individual opinions and points of view. Although the avoidance of uncertainty dominates the other studies, positive examples of a productive dealing with it can also be found (Q2). Such productive moments happen when students have the option to break routinely performed (thinking) habits. Each subject seems to have the potential to initiate moments of irritation that may lead to processes of Bildung (Q3). In order to support such fertile moments, teacher training should provide two kinds of learning opportunities: (1) offering theories and reflections about the potential of uncertainty as well as the conditions of and behavior in uncertain situations; (2) offering experiential learning for pre-service teachers in order to irritate their own habitus, conceptualization of the contents and learning culture (Q4).

Gebhard, U., Lübke, B., Pfeiffer, M. & Sting W. (2019). Antworten auf Momente der Irritation im Biologie- und Theaterunterricht [Replying to Moments of Irritation in the Biology and Drama Classrooms]. In I. Bähr, U. Gebhard, C. Krieger, B. Lübke, M. Pfeiffer, T. Regenbrecht, A. Sabisch & W. Sting (eds.), Irritation als Chance. Bildung fachdidaktisch denken [The Educational Potential of Irritation. Rethinking Bildung in Terms of Subject Matter Education] (p. 221-258). Wiesbaden: VS Springer. Regenbrecht. T., Bähr, I. & Krieger, C. (2019). Irritation als produktives Moment im bewegungsbezogenen Bildungsprozess? [Irritation as a Productive Moment for Processes of Bildung in Physical Education?] In I. Bähr, U. Gebhard, C. Krieger, B. Lübke, M. Pfeiffer, T. Regenbrecht, A. Sabisch & W. Sting (eds.), Irritation als Chance. Bildung fachdidaktisch denken [The Educational Potential of Irritation. Rethinking Bildung in Terms of Subject Matter Education] (p. 291-322). Wiesbaden: VS Springer.