Diversity, the subject of research and action, is first of all about recognizing the diversity of social life, norms and rules and individual beliefs as a social reality. At the level of teacher training, the challenge arises as to how it can be possible to recognize rigid, exclusionary mechanisms in systems and to expand educational opportunities, because the distribution of opportunities within marginalising societies seems to be continuous (see Allman, 2013).

A part of this diversity concerns the diversity of human talents. The focus of a pedagogically argued promotion of talents is not so much on the emphasis on specific support measures for special groups (e.g. high performers in "talent promotion"), but rather on the search for answers, how children and young people can learn to live their lives independently with their diverse strengths (but also weaknesses) and thus make a meaningful contribution to the society. In turn, the society is faced with the task of dealing with this diversity in a meaningful way, in order to be able to develop further with it.

Hansen describes this pedagogical perspective as "talent management" and considers educational requirements under their collective framework conditions so that people can contribute their talents to the (respective) collective groups (see Hansen 2012, 51f).

The reflection on these two areas of tension (diversity and talent), which must be dealt with in a suitable way in the situation, is one of the central characteristics of professional action in the teaching profession (see Ilien, 2009). At the chair, we try to use the potential of the capability approach (Sen/Nussbaum) for these questions.