The problems of 'competence' and alternatives from the Scandinavian perspective of Bildung ILMI WILLBERGHThe paper aims to show how competence as an educational concept for the 21 st 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.
In this paper we explore how 'teaching communication' in the classroom is connected to school culture. In the age of accountability the outcome focus force to the forefront a 'blame game' which either blame students' achievements on the teachers and teacher education, or the students and their socioeconomic background. We argue that to succeed with teaching and learning is dependent on the school culture more than the single teacher or the students' background. School culture is understood as attitudes, communication, student focus and engagement. Teaching communication in this paper is studied as teachers' and students' talk about subject matter in whole-class teaching. We explore how different school cultures give students different opportunities to experience meaning from teaching communication. The perspective on meaning is derived from Bildung-centred didactics. By using qualitative comparative case method in Norwegian Lower Secondary schools we find three different types of 'teaching communication' typical for different school cultures: 'Dialogic teaching communication', 'storytelling teaching communication' and 'reproducing teaching communication'. The school culture with the 'dialogic' variant is characterised by trust and reciprocity, making students' experiencing meaning a possibility.
This paper investigates the epistemology in the Norwegian NOU report, entitled The school of the future (2015), in light of the general didactic theory of Wolfgang Klafki. Klafki's concepts of material-, formal-and categorical Bildung are used to analyse the ideas of connecting knowledge and learning in the NOU report's vision of the curriculum. The paper finds that the report subordinates content knowledge to competences, creating a risk of the dominance of formal aspects of Bildung, which can devalue knowledge. The paper suggests 'bringing teaching back in': to construct a content-based curriculum with an epistemology compatible with teaching practice and to look to general didactic theory and research to accomplish this aim.
Using an observation study in Norwegian lower secondary school classrooms this paper explores how subject matter and students' real-world experiences are linked within the use of examples in teaching. The theory of 'mimetic didactics' claims that giving students the possibility to interpret examples as both subject matter and something that is relevant to their own lives becomes a possibility through imaginative 'as-if' experiences. The study finds that 'as-if' experiences in the data are created by identifying with others and through a contextdependent knowledge base. The topics in the examples actualise being human within the political, economic and existential realm and offer possibilities to make knowledge relevant for the students' future. The study's contribution to classroom research comprises new concepts on the content aspects of classroom talk: the questions of knowledge accumulation and purpose.
SammendragArtikkelen undersøker hva slags forståelse laererutdannere og laererstudenter har av estetiske arbeidsformer i undervisningen i laererutdanningene. Studien er en kvalitativ intervjuundersøkelse blant laererutdannere og laererstudenter ved en norsk laererutdanningsinstitusjon. I lys av danningsteoretisk og didaktisk teori, finner studien at laererutdannere og laererstudenters forståelse av estetiske arbeidsformer i undervisningen er kjennetegnet av «frihet» som fravaer av tvang og fasit i arbeid med laerestoffet, «fantasi» som bruk av forestillingsevnen slik at kunnskapen blir personlig, og «utfoldelse» som sosialisering inn i et fellesskap gjennom tilbakemeldinger på egen atferd. Til sammen kan informantenes forståelse av de tre aspektene sies å fremheve viktigheten av å utvikle de laerendes autonomi. Artikkelen gir et bidrag til undervisningspraksis i laererutdanningene, gjennom å gi eksempler på hva estetiske arbeidsformer kan vaere i en slik sammenheng. Avslutningsvis drøftes funnene opp mot samtidige politiske begrunnelser for bruk av estetiske arbeidsformer i utdanningene. Nøkkelord: Laererutdanning; estetiske arbeidsformer; danning; undervisningsmetoder AbstractThis article investigates how teacher educators and teacher students interpret aesthetic teachingmethods in teacher education. A qualitative study was conducted among teacher educators and teacher students in a teacher education-institution in Norway. The study finds that teacher educators and teacher students interpret aesthetic teaching-methods as three aspects that intercept and which are important when educating for learner-autonomy: freedom, imagination and expression. «Freedom» as work-forms that set the students free from formal demands when working with the subject matter, as well as improvisation as absence of predefined answers to disciplinary questions, «imagination» as subjective acquisition of knowledge, and «expression» as display of subjective interpretation of content in a social setting demanding common sense, self-confidence and courage.
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