This chapter aims to raise issues concerning perception that are mostly neglected in German educational science. This relation between concrete perception and inference plays an important role in Indian philosophy, example in the Nyya system or in Buddhism. The fundamental role of perception for the pedagogical process claims an encompassing debate about it and cannot be reduced to a discussion about methods as in the debate about diagnostics one can find in the German context of social work. The perspectives of the pedagogues are based on a complex knowledge-foundation, to which they as a group refer and elaborate on. The group discussions show that the perspective of the pedagogues is implicitly structured by the self-image. The self-image decides' about our perception as it implicitly structures the view. This self-im.