For the school sector, it is on the one hand found that, since the 1990s, the theorem of individualization has prevailed theoretical and research discourses, especially those on didactics and on the subject of youth. The reflexive self-assurance of the students under certain subjective, emotional, intuitive, body-bound and contextual conditions is then in the foreground of theory and practice. On the other hand, an increased criticism of "individualization-theoretical lines" and their questioning is proved for the recent years. (See Helsper 2015) For example, research on student responsibility (Helsper & Lingkost 2004), the 'student job' (Breidenstein 2006) and 'student habitus' (Helsper 2014) shows that 'agency' of children and young people in school is heteronomously determined and instrumentalized for the school's goals, deeply engaging the pupils in a game of revealing and hide, as well as in maintaining illusion, trick and deception. We are never free from delusions (Nietzsche 2000 [1873], 16); it is part of human life. Römer (1998, 36) explains: “[…] fake is not a phenomenon in the phenomenological sense. It is an as-well-as-state (between the original and the fake) that looks different from every perspective.” However, today the strong virulence of the “devastating colonial war against nature” (Chargaff 1984, 213) is particularly evident, which, like the technological realizations of the vision of a disembodied life in digitized cyberspace, largely exposes the principle of clarity and intuition. Social events and control today take place in illusionary and epiphenomenal marginal zones, a fact, which not least pretends social events to be predictable and even makes it possible to control them from outside. There is also a discredit of traditional media in favor of social networks that, as well as the presence of 'bots' and 'trolls' contributes to the information space of today being littered with 'fake news' and 'alternative facts' in such an extent that there is a growing concern with regard to their impact on voting behavior. 'Post-factual politics' (also post-truth politics, Roberts 2010), seem to gain space as a social culture, in which debate is framed largely by appealing to emotion disconnected from knowledge and from the details of policy, as well as by the repeated assertion of of talking points to which factual rebuttals are ignored. By examining 'according to which rules fake works' (Barthes 1966, 191), a new perspective on the above-mentioned controversy in school research is developed.

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