Starting from the two concepts of resonance and resonance pedagogy the question to be discussed is, what a resonant education is and by which quality features it can be observed in school.

Resonance, a sociological concept, is criticizing the actual acceleration and disentanglement with the world (Rosa, 2019a, 2019b). This shift in paradigm seeks to redefine the quality of relationship in general and to the world, to redefine meaningfulness and the quality of life (Rosa, 2019a, 725).

It contains four characteristics: the moment of being touched, self efficacy, transformation and unavailability.  A state is said to be resonant only when the first three characteristics are present - the counterpart is touched, responds self-efficaciously and is part of the change. Ultimately, the state of resonance cannot be forced, which is why resonance is always unavailable. It either happens or it doesn't (Rosa, 2019b). Resonance can be described as the "sociology of world relations". Resonance can also be well understood through his counter-concept of alienation. In the latter, subject and world are indifferently opposed to each other and "world transformation" fails. Nonetheless, resonance and alienation are not merely counter-concepts. Resonance is only possible when moments of alienation are experienced. Phases of alienation are always necessary again and again, so that new resonance relationships can emerge and stable axes of resonance can be established. Resonance as a fundamental critique of current world events (Rosa, 2019a, 725) and at the same time is a forward-looking and sustainable response to it. Resonance is not just a hype, but is confirmed by the fact, that resonance was mentioned in both the Future Report 2018 (Horx, 2018) and in the Future Report 2022 (Horx, 2022). According to this, the two concepts of "mindfulness and resonance" are key to establishing individual resilience (Horx, 2022, 150).

In the end, the concept is a description of the state that touches us, or rather, we hear it crackle.

Resonance pedagogy is the application of the resonance concept to the school setting. Rosa and Endres (2016, 16) consider the "crackling in the classroom" as an indicator of "resonance pedagogy" or "resonance in schools “. In resonance pedagogy, in addition to the four characteristics, the following stakeholders play a role in the resonance triangle: teachers, children and the content or the content or the subject (Rosa & Endres, 2016).

We rise the question of the meaning of resonance and resonance pedagogy, then outline resonant schools and resonant extended education and - based on the quality model of extended education schools according to Willems and Becker (2015, 51) - define central quality features of schools with resonance. In doing so, we prominently include the children's perspective, as the well-being of the child and the implementation of children's rights should be the guiding principles for the management of schools (Palsdottir, 2019).

Theoretical conceptual paper based on literature review on the resonance concept (Rosa, 2016, Rosa & Enders, 2016; Horx, 2018, 2022), quality in education (Willems & Becker, 2015) and children's participation (Palsdottir, 2019).

The key to success remains the good relationship between the teacher and the children, based on this, the good relationship between the children and the learning content or tasks, and finally the organizational relationship, or the general standing in the world. To live the concept of resonance in schools and in extended education, it must be applied at all levels: at the level of leadership, at the level of staff, and at the level of interaction between teachers and children.

Horx, M. (Hrsg.) (2018). Zukunftsreport 2018. Das Jahrbuch für gesellschaftliche Trends und Business-Innovationen. Frankfurt am Main: Zukunftsinstitut. Horx, M. (Hrsg.) (2022). Zukunftsreport 2022. Das Jahrbuch für gesellschaftliche Trends und Business-Innovationen. Frankfurt am Main: Zukunftsinstitut. Pálsdóttir, K. (2019). Connecting Children and Leisure-Time Centre. In S. Dockett, J. Einarsdottir, & B. Perry (Hrsg.), Listening to Children’s Advice About Starting School and School Age Care (p. 99 – 115). London: Routledge. Roming, A. (2020). Das Prinzip der Erlaubnis. Psychologie heute compact, Rosa, H. (2019a). Resonanz. Eine Soziologie der Weltbeziehung. Berlin: Suhrkamp. Rosa, H. (2019b). Unverfügbarkeit. 4. Aufl. Wien: Residenz. Rosa, H., & Endres, W. (2016). Resonanzpädagogik. Wenn es im Klassenzimmer knistert. 2. Aufl. Weinheim, Basel: Beltz. Willems, A. S., & Becker, D. (2015). Ganztagsschulen – Qualitätsmodelle, Potenziale und Herausforderungen für die Schulpraxis und die empirische Schul- und Unterrichtsforschung. In H. Wendt, & W. Bos (Hrsg.), Auf dem Weg zum Ganztagsgymnasium. Erste Ergebnisse der wissenschaftlichen Begleitforschung zum Projekt Ganz In (S. 32 – 66). Münster: Waxmann.