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1.
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.  相似文献   

2.
The paper aims to show how competence as an educational concept for the 21st century is struggling with theoretical problems for which the concept of Bildung in the European tradition can offer alternatives, and to discuss the possibility of developing a sustainable educational concept from the perspectives of competence and Bildung. The method of the study is conceptual analysis of ‘competence’ and Bildung. The paper concludes that (1) competence must be abandoned as an educational concept, as its problems cannot be solved due to the lack of a theory of educational content. With competence, the content aspect of education is obscured and hidden from public debate, and human autonomy is threatened. (2) Bildung can be revised as an educational concept by reinventing educational content as subject to interpretation and open debate by autonomous individuals on all levels from the transnational to the classroom. (3) A revised ‘mimetic’ concept of Bildung can prepare students for the knowledge society, as imagining is a type of higher order thinking essential for innovation and creativity. Instructional content in school is meaningful to students if they are able to imagine the representational object ‘as if’ it is both subject matter and real to them.  相似文献   

3.
Robert Klee 《Science & Education》2008,17(10):1157-1174
Christina Hoff Sommers and Sally Satel, a philosopher and a psychiatrist, now both policy analysts at the American Enterprise Institute, write in their recent book One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance that empirically unsupported psychological theories ultimately descended from the cultural upheavals of the 1960s have slowly wormed their way into the educational and social scientific mainstream. These theories, the authors argue, promote a view of the human person as someone who is ‘too fragile for this world’, and in need of ceaseless counseling and coddling from the cradle to the grave. The case the authors make for their thesis is, I argue, uneven – strong in specific cases, but weak and overwrought in many others. In the end, I argue, they misidentify the main cause of the increasing shallowness that, to a growing number of critics, is slowly infesting contemporary social science and education. A review essay on Christina Hoff Sommers and Sally Satel’s, One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance, 2005, St. Martin’s Press, New York.  相似文献   

4.
郑庆全 《教育学报》2007,3(2):35-40
针对我国新一轮基础教育课程改革中几个问题的认识,结合对20世纪国外新教学论处理类似问题的思路考察,总结出20世纪国外新教学论对我国基础教育课程改革的如下启示:如何对我国教育传统进行继承与批判;我国基础教育课程改革倡导的理论和我国基础教育实践中原有的理论如何匹配和衔接;如何衡量我国基础教育课程改革的条件性因素;如何调和我国基础教育课程改革的理论和教育实践的隔离;如何更好地应对我国基础教育课程改革中出现的问题。  相似文献   

5.
Abstract

In this article, it will be my aim to outline the key features of Emerson’s original conception of Bildung, with special reference to the links, first, between the American essayist and Wilhelm von Humboldt, and second, Emerson and John Dewey. After introductory notes on how to map out Emersonian Bildung in relation to the available philosophical commentaries, I delineate some of the chief meanings of Bildung, showing how Emersonian self-culture aligns with Humboldtian Bildung. Second, I draw out concrete implications for educational practice from an Emersonian view of self-culture vis-à-vis comparisons with Dewey. In addition to Bildung qua self-culture, another basic sense of Emersonian Bildung is education, and Emerson often deals with educational themes in his treatments of self-culture. In the final section, I return to the specifics of Emerson’s sense of Bildung, saying a few words on the alleged elitism of the term, and in particular, its neglected religious overtones. This section serves the purpose of distinguishing Emerson’s view not only from related accounts of Bildung, but also from the secondary commentaries available.  相似文献   

6.
Massoudi  Mehrdad 《Interchange》2008,39(4):443-468

In this essay the importance of spirituality (or ethics) in the life of a research scientist is explored. The following four questions are considered: a) Why should the problem be studied? What are the benefits? and For whom? b) How should we approach this problem? c) What if the results of this investigation contradict other theories? What should we do in case of disagreements? and, d) What are the consequences of this study? Who or what is going to be harmed? What are the effects on the environment?

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7.
How do students draw on texts read in class to explore and make sense of the world? How does role-play open up the possibilities of utilising these resources, remaking them for their own purposes? How does play, as Vygotsky suggests, enable students to achieve more? And how does being in role change the character of social relations in the classroom, enabling students to shed new light on their lives, their experiences. This essay focuses close attention on two role-plays, both involving the same pair of 11th-grade students from a school in Ramallah. The role-plays arose out of, and enabled the students to explore, literary texts that they had been studying in class: Ibsen’s A Doll’s House and Steinbeck’s Of Mice and Men. The article argues that what the students accomplished in this work is complex and needs to be understood in context. Through this account, the essay seeks to challenge those (currently fashionable) models of pedagogy that are insufficiently attentive to the histories, identities and interests of particular learners.  相似文献   

8.
Zusammenfassung Der Beitrag thematisiert das nicht unproblematische Spannungsverh?ltnis von Grundbildung, Allgemeinbildung und Fachunterricht. Anspruchsvolle Fachinhalte, die über die in der internationalen PISA-Studie untersuchten Basiskompetenzen hinausgehen, lassen sich nicht mit einem normativen Verweis auf allgemeine Kompetenzen (wie Lernf?higkeit, Sozial-oder Probleml?sekompetenz) für alle Heranwachsenden rechtfertigen. Die Allgemeinheit der Bildung ist vielmehr im Faktum der Kontingenz und Differenz jeglicher Fachinhalte zu suchen. Bildung wird dabei als die F?higkeit zum Umgang mit Ungewissheit definiert. Anhand einer Fallstudie mit einer Hamburger Lehrerin wird gezeigt, dass diese Bestimmung für Lehrende pragmatisch auf die Realisation „guten“ Fachunterrichts hinauslaufen kann. Unter Bildungsaspekten zeigt sich das Handeln der Lehrerin dabei implizit an einer Als-ob-Didaktik orientiert, deren Grundzüge im Beitrag verallgemeinernd herausgearbeitet werden. Eine geeignete Rahmenkonzeption dafür steht mit der Bildungsgangdidaktik zur Verfügung, die die tats?chlichen Lern-und Bildungsprozesse der Schülerinnen und Schüler in das Zentrum ihrer Theoriebildung stellt.
Summary Basic education, general education and subject-focused lessons This contribution focuses on the not unproblematic tensions between basic education, general education and subject-focused lessons. Demanding subject matter, which offers more than those basic competencies studied in the international PISA study, cannot be justified for all learners with a normative reference to the attainment of general competencies (i.e. learning, social and problem-solving skills). Generality is indeed to be found in the contingency and difference of subject matter. Bildung is defined as the ability to deal with uncertainty. On the basis of a case study of a teacher from Hamburg, it will be demonstrated that this concept can — in pragmatic terms — simply mean the realization of „good“ subject-focused teaching. According to the theory of Bildung, it can be shown that the teache’s work is implicitly based on a didactic with as-if-character, which will be further generalized in this paper. An appropriate framework for such concepts is offered by the Bildungsgangdidaktik, which places the realized learning and educational processes at the center of its theory.
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9.
Abstract

The paper discusses Ralph Waldo Emerson’s thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served its time and lost its critical potential. When thinking through Emerson’s variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an ‘aversive education’ as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension.  相似文献   

10.
Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.  相似文献   

11.
In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014.  相似文献   

12.
Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self‐doubt for students. Neither scholar is entirely convinced that self‐doubt is educationally productive. Drawing on Hans‐Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self‐doubt that Metz and Lesko assume and shows why self‐doubt can be transformative. Gadamer's argument regarding self‐doubt challenges constructivist views of agency and also demonstrates that engaging with difference is necessary for new understanding to emerge through conversation. Kerdeman concludes by considering why engaging in Bildung helps doctoral students become good educational researchers and why cultivating Bildung should therefore be an aim of research preparation courses that engage students with methodological differences and epistemological controversies.  相似文献   

13.
Since first published in English in 1970, Pedagogy of the Oppressed has inspired generations of scholars and social activists to examine the inherent potential of Paulo Freire's theories on grassroots intellectual emancipation and education in marginalized communities. The interpretive lineage of Freire's writings is vast, indeed. To date, scholars continue to mobilize Freire's ideas to establish meaningful connections between what he describes as “liberatory teaching” and the role progressive educators must play in bringing about a more just and humane society. Freire's popularity outside Brazil, however, has come with inevitable tradeoffs worth considering, particularly as regards the epistemological directions and labels affixed to his educational philosophy. Considering the “many Freires” phenomenon, Sandro Barros takes a genealogical approach in this essay to the metanarratives that have made up Freire scholarship outside Brazil. His analysis is guided by the following questions: (1) What kinds of hermeneutic cultures have enveloped Freire's ideas in academic contexts? (2) How have these cultures shaped the reading practices that surround his texts?  相似文献   

14.
How effective is EU cooperation in higher education? This article treats the issue as one of effectiveness in policy-making. What are the policy ideas which the EU wishes to feed into a policy domain where it has to operate largely through political cooperation and a modest degree of incentive funding? What outcomes are possible? The question is of interest since Europe has two processes which aim for a better regional integration of higher education in order to boost the quality of European higher education and to make a global impact. These are the world- famous Bologna Process and the EU process to drive Europe's universities to make better use of their interlinked roles of education, research and innovation, part of a larger strategy (EU 2020, Lisbon) for European Union growth to support employment, productivity and social cohesion. Building on the theoretical insights of an institutionalist literature concerned with the dynamics of European policy-making in the knowledge domain (Maassen & Olsen, 2007; Gornitzka, 2006, 2010) and complementary theories of historical institutionalism (Pierson, 2003, Thelen, 2003) and agenda setting (Kingdon, 1995), this article examines policy-making on higher education cooperation in the European arena since the Treaty of Maastricht in 1992. It seeks answers to two questions. Why did the Bologna Process dominate the agenda from 1999 to 2004? How did the European Commission acquire the power to shape the issue of European higher education cooperation? Rejecting simple spillover explanations, it theorises in terms of policy entrepreneurship why the EU has latterly been effective in shaping European cooperation in higher education.  相似文献   

15.

Drawing on arguments by Carolyn Miller, Steven Katz, and others, this essay claims that teaching ethics is particularly important to technical writing. Next, the essay outlines a classical, sophistic approach to ethics based on the theories and pedagogies of Protagoras, Gorgias, and Isocrates. This sophistic approach emphasizes the Greek concept of nomos, internal and external deliberation, and responsible action or articulation. The final section of the essay discusses possible problems and pedagogical applications of sophistic ethics in the contemporary technical writing classroom.  相似文献   

16.
The empirical basis of this article is the reconciliation process in a destructive conflict between students of different cultural and religious backgrounds in upper secondary education in Norway. The Dialogos approach to dialogical philosophizing was tried out through an action research process in order to bring about reconciliation, letting the students explore existential, ethical, religious and emotional topics together. The empirical reconciliation process is discussed in relation to elements of the philosophical concept Bildung, aiming at answering the following overarching questions: how did the movement from conflict to reconciliation come about through the action research process; to what extent might the Reconciliation Project be understood as a process of Bildung towards human maturity and wisdom; and how might philosophical dialogues become an institutionalized part of interreligious and intercultural education?  相似文献   

17.
English painter Barbara Bodichon received a dynamic home education, consisting of engaging lessons, reading sessions, family discussions, sketching excursions, and trips at home and abroad. As an adult, Bodichon led a nomadic life, living between Algeria and England and travelling across Europe and America. Seeking to unpack travelling and travel letters as sources of learning, this paper studies Bodichon’s correspondence as epistolary articulations of her Bildung (self-cultivation). It argues that, conforming to Bildung’s idea of forging one’s individuality in interaction with the world, her travelling provided her with a variety of settings through which she extended towards the unknown and incorporated it into her sense of being. In turn, letters functioned as forums where she made sense of encountering the difference through which she individualised her subjectivity. Notwithstanding, a revised reading of Bildung permits teasing out to what extent Bodichon’s self-cultivation was developed at the expense of certain social categories.  相似文献   

18.
Contemporary Western educational systems have been described as a landscape of control and assessment meant to make education, in Gert J. J. Biesta's words, “strong, secure, and predictable,” and ultimately “risk-free.” Against this desire for strength, Biesta argues for weakness, focusing on the risks of the unpredictable and the unknown as primary features of an education worthy of the name. In this article, Ingrid Lindell promotes this weaker attitude specifically in the context of teaching literature. Guiding her analysis is the question, How might we create a practical approach to make the unmeasurable more accessible and assessible? In applying some of Biesta's concepts to the practical considerations of teaching literature and assessing student outcomes, Lindell identifies a tension that arises when demands for educational transparency and measurable outcomes are imposed on teachers of literature: in literary education, it is very often not desirable to know outcomes in advance. Against this background, Lindell introduces the methodological idea of teaching in the gap, an attempt to apply some of Biesta's concepts and ideas in the literature classroom in order to explore how we might embrace and teach “The Risk.” Lindell aims to strengthen the case for reading and assessing literature as a metacognitive activity rather than submitting to a ratio-based approach to literary education that focuses narrowly on reproductive knowledge that is measurable.  相似文献   

19.
System-level consultation or organizational development in schools is an area in great need of theoretical models and definitions. The three articles in this special issue provide a unique learning opportunity not only for consultation across borders but also for consultation within the same nation. In my commentary, I limit my remarks to a few general principles about school-based system-level consultation with particular attention to entry processes to consultation. Specifically, I attempt to answer the following questions: (a) Are the principles guiding system-level consultation different from those guiding case consultation? (b) Are there specific principles that guide consultation when working in another country? and (c) Can what we see in these articles to a large extent be described as entry processes to system consultation?  相似文献   

20.
The article is an essay on Naoko Saito's recently published book American Philosophy in Translation. We attempt to draw out the central argument of the book as it moves through its eight chapters. The author finds that American philosophy, which she takes to be rooted in pragmatism, whilst it owes much to Dewey, needs to be reconstructed in order to meet contemporary political challenges, with their implications for political education. She asks questions such as what is the place of the tragic sense of life in philosophical thought? What is a philosophy of affirmation and chance? How are we to understand the significance of the untranslatable? What are these connections between transcendence, translation and transformation? More specifically, how are we to understand the distinction between philosophy in translation and philosophy as translation? And how does all this offer us new ways of thinking about the current state of democracy, political education and education more generally? One specific suggestion is that an education in foreign language can be transformative in terms of political education. The article concludes that Saito's project throws up some important ideas that are pertinent to our times. We question the central idea regarding language education, whilst we welcome this scholarly volume.  相似文献   

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