The essay outlines an alternative model of Bildung, which the authors call an evolving Bildung. Their argument for taking this perspective on Bildung builds on Heidegger's thinking concerning technology and his notion of a step back out of metaphysics and into a thinking of what is essential in technology. Moreover, departing from both Gadamer's and Heidegger's thinking the authors analyze how streaming media as art as well as art within streaming media can contribute to develop the notion of an evolving Bildung. The authors, furthermore, use Spotify as an example of a streaming medium which has the possibility to change the way art is experienced, and also how an evolving Bildung can develop education into an authentic human engagement with what can be called the Other, in the broad sense of this term, and so away from instrumentalism and calculative thinking.
ARTICLE HISTORY
The effects of teachers' normative values and emotive reactions on teaching in higher education have received relatively little research attention. The focus is often on descriptive beliefs such as conceptions of teaching and their interrelations with practice. In this study, which is illustrated by a heuristic model, a belief system approach is used in which normative values and emotions are also taken into account. Through a series of naturalistic interviews focusing on normative values, a dichotomy of normative perspectives is proposed: moralistic versus non-moralistic views on teaching. Suggestions for future research and a discussion of possible implications for academic development are also presented.
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