Whose life is it anyway? The life course as an observational medium in the education system

System theory defines the life course (Lebenslauf) as the medium of education. It is a medium, because the educator sees it as a potential for intervention, impressing pedagogically acceptable forms onto it. Yet the single individuals who are educated are autonomous observers who are exposed to an immense quantity of possible configurations of their lives. This raises a first question: how can education legitimate intentions and motivate pupils to accept the forms with which they collaborate, but which they have not chosen for themselves? A further question is raised by the fact that the life course does not coincide with the 'career' that each individual constructs for himself during his lifetime, when he is oriented towards roles in organisational terms (such as jobs) or that are in any case external to the system of education. This paper proposes the hypothesis that the life course and the career are coupled to each other by means of educational selection (certificates and qualifications). While this increases the potential available to the individual, it also increases uncertainty, the burden of decision-making and related risks. One skill that could be developed during education is the ability to manage this potential for combinations.