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dc.contributor.editorUljens, Michael
dc.date.accessioned2023-08-14T15:54:33Z
dc.date.available2023-08-14T15:54:33Z
dc.date.issued2023
dc.identifierONIX_20230814_9783031305511_11
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/75373
dc.description.abstractInterpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how ‘educative teaching’ aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and ‘Bildung’ provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies. Chapter “On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung” is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.
dc.languageEnglish
dc.relation.ispartofseriesEducational Governance Research
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policyen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and developmenten_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organizationen_US
dc.subject.otherLearning sciences
dc.subject.otherAlgoritmization of education
dc.subject.otherSubject matter didaktik
dc.subject.otherPhenomenological life-world pedagogy
dc.subject.otherKonfutsianism and Bildung
dc.subject.otherPraxeology of education and democracy
dc.subject.otherConceptual thought models of education
dc.titleNon-affirmative Theory of Education and Bildung
dc.typebook
oapen.identifier.doi10.1007/978-3-031-30551-1
oapen.relation.isPublishedBy6c6992af-b843-4f46-859c-f6e9998e40d5
oapen.relation.isFundedBy0dab414a-6a0d-487f-94f4-b1974333f39f
oapen.relation.isbn9783031305511
oapen.relation.isbn9783031305504
oapen.imprintSpringer International Publishing
oapen.series.number20
oapen.pages377
oapen.place.publicationCham
oapen.grant.number[...]


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