Bildung in Zeiten der Globalisierung

Roselius, Katharina; Meyer, Meinert A.

doi:10.1007/s11618-018-0821-3

Cited by 6 publications

(4 citation statements)

References 12 publications

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“…To specify the meaning of Bildung today, we have to base it on the fact that we live in a globalised risk society with many global and ecological challenges (e.g. Straume, 2015;Taylor, 2017;Sjöström et al, 2017;Roselius & Meyer, 2018). Horlacher (2016, p. 118) has asserted that Bildung can be "seen as a tool to promote political education, and foster public spirit and identity" in our society.…”

Section: Powerful Knowledge Critical Literacy and Eco-reflexive Bildungmentioning

confidence: 99%

Didactic Modelling for Socio-Ecojustice

Sjöström¹

2019

JASTE

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In northern Europe and Scandinavia, there is a tradition called Didaktik. It can be seen as both the art of teaching and as the “science for teachers”, helping us teachers answering didactic questions about WHY?, WHAT? and HOW? to teach (and support learning). Many areas of subject-specific Didaktik have in recent decades evolved from mainly practice-based methodology to quite independent research areas. This applies, for example, to the field of science-Didaktik (i.e., Science Education). Part of this field has a special interest in educational activities for socio-ecojustice. For instance, it can include complex issues used in teaching to build bridges across different curriculum subjects, among them STEM-subjects, in support of sustainability, reflexive Bildung and socio-political activism. The focus in this paper is on socalled didactic models and modelling aiming at actions for socio-ecojustice. In particular, the paper presents a model for eco-reflexive Didaktik, an example of a didactic model. Didactic modelling is the name for the processes when didactic models are used and developed, often by researchers in collaboration with practitioners. The didactic model in focus here is based on philosophical ideas and orientations, such as holism, critical realism, egalitarianism, altruism, reconstructionism and critical pedagogy.

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Section: Powerful Knowledge Critical Literacy and Eco-reflexive Bildungmentioning

confidence: 99%

Didactic Modelling for Socio-Ecojustice

Sjöström¹

2019

JASTE

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“…Bildung certainly can no longer be seen to presuppose "the departure of humanity from a direct relationship to nature", as Heydorn puts it (a departure in which "the given is dissolved los[ing] its traditional claim" (p. 18 in this anthology). Instead, as Roselius and Meyer (2018) note, the "contingency of what is the case is no longer stabilized by a natural order", the "I/ego and the world", can thus no longer serve as "solid cornerstones of Bildung theory" (pp. 226-227).…”

Section: Norm Friesenmentioning

confidence: 99%

Survival through Bildung

2024

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The central reference point of the volume is Heinz-Joachim Heydorn's essay "Survival Through Education - Outline of a prospect" (1974), which was translated into English and subsequently made available to a broad public for the first time. Despite the time gap of almost 50 years, Heydorn's text is fascinating, because the survival of humanity – at least a qualitatively substantial survival of humanity – seems extremely questionable today. Researchers with different theoretical perspectives question the text on its contemporary content and put their interpretations up for discussion.

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“…To specify the meaning of Bildung today, we have to base it on the fact that we live in a globalised risk society with many global and ecological challenges (e.g. Straume, 2015;Taylor, 2017;Roselius & Meyer, 2018). Horlacher (2016, p. 118) has asserted that Bildung can be "seen as a tool to promote political education, and foster public spirit and identity" in our society.…”

Section: Powerful Knowledge Critical Literacy and Eco-reflexive Bildungmentioning

confidence: 99%