Bildung, the Bologna Process and Kierkegaard’s Concept of Subjective Thinking

Reindal, Solveig Magnus

doi:10.1007/s11217-012-9344-1

Cited by 24 publications

(20 citation statements)

References 14 publications

(11 reference statements)

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“…For Reindal (2013), Bildung is about the need 'to take responsibility for the humanity in one's own person' in making a contribution to a collective conversation (Reindal 2013, 537 (From Strom andParsons 1994, 519-520, cited in Reindal 2013, 538) Education is not primarily about individual gain and personal benefit, but about developing a sense of collective engagement and responsibility. Education is not a set of technicalities; it embodies an intellectual and ethical position.…”

Section: Audit Cultures: Tensions and Opportunitiesmentioning

confidence: 99%

A Connected Curriculum for Higher Education

Fung¹

2017

117

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Spotlights is a short monograph series for authors wishing to make new or defining elements of their work accessible to a wide audience. The series will provide a responsive forum for researchers to share key develop ments in their discipline and reach across disciplinary boundaries. The series also aims to support a diverse range of approaches to undertaking research and writing it. A Connected Curriculum for Higher EducationDilly Fung This book is published under a Creative Commons 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information: Foreword: Energising an InstitutionIt is customary, in a Foreword, to begin by sketching a large context in which the book in question might be comprehended and then perhaps to pick out one or two of its key features and end by affirming the value of the book in front of the reader. On this occasion, I shall reverse this order. Let me start, therefore, by asserting that A Connected Curriculum for Higher Education is both a splendid book and, for all those who care about higher education and universities, a crucially important book.That assertion actually contains a number of suggestions on my part. One is that this book offers important insights separately for higher education and for universities, that is to say both for students and their learning on the one hand and for universities as organisations on the other hand. Every page is packed with insights and practical suggestions for advancing students' learning and their wider experience: that is immediately evident. Furthermore, in the Connected Curriculum idea, there are the makings of a coherent vision and plan of action for institutional transformation.At the centre of the Connected Curriculum idea lies the hope and, indeed, the demonstration that it is possible, within universities, to improve the relationship between teaching and research. In a sense, of course, this thought should never have needed to be uttered. For 200 years, since the modern idea of the university was born at the end of the eighteenth and beginning of the nineteenth centuries, it has been taken for granted in many quarters that a distinguishing feature of universities is that they be institutions that not only are spaces of both teaching and research but also that those two functions are intimately intertwined. However, for the past three decades or so, huge forces (national and global) have tended to pull research and teaching apart; and so the matter of their relationship has become a matter of wide concern.It might be tempting to address this matter in a rather limited way, looking at the actual relationships between research and teachingwhich, characteristically, may be expected to vary even within the same F o re wo rD: en er g isi n g a n i ns t i t u t...

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Section: Audit Cultures: Tensions and Opportunitiesmentioning

confidence: 99%

A Connected Curriculum for Higher Education

Fung¹

2017

117

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“…"Bildung": concepto, evolución e influjo en la pedagogía occidental desde una perspectiva histórica y actual entendiéndola como equivalente a todo aquello que hoy albergamos bajo la denominación pedagogía y «teoría de la formación», concibiéndola como didáctica (Quintana Cabana, 1995). Bildung conforma un concepto crítico cuya responsabilidad radica en la propia persona y en la contribución hacia su formación íntegra y que toma como punto de partida la tradición de las artes liberales (Reindal, 2013). Asimismo, mostramos un gráfico en el que se observa la evolución histórica del uso de los términos Bildung, Erziehung y Aufklärung.…”

Section: Incidencia Del Neohumanismo En La Conformación Del Término Bunclassified

“…Asimismo Bildung ha sobrevivido también como temática en la teoría de la educación y la investigación (Hansen, 2008); y debido a sus múltiples desarrollos y carácter interdisciplinar a la vez que multidisciplinar, no es posible aportar una definición nominal de Bildung que aborde todos sus diferentes significados e implicaciones, de ahí la importancia de que sea problematizado y concretado para con diversas disciplinas y contextos (Reindal, 2013).…”

Section: Impacto De Bildung En La Pedagogía Occidentalunclassified

“…La educación, por tanto, se ve también inevitablemente afectada por ello. En el siglo XXI, uno de los cambios educativos más notorios se ha producido en la educación superior con la implantación del Plan Bolonia, en el cual se contemplan los tres ciclos de la educación superior: el Grado, el Máster y el Doctorado (Reindal, 2013). Se busca la armonía y estandarización de los sistemas de educación superior europeos (Fejes, 2008a, b), con la finalidad principal de desarrollar una Europa del Conocimiento (Declaración de Bolonia, 1999), puesto que está considerado un factor irreemplazable para alcanzar el crecimiento social y humano.…”

Section: Bildung En El Siglo XXIunclassified

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“Bildung”: concepto, evolución e influjo en la pedagogía occidental desde una perspectiva histórica y actual

Bautista

2017

REEC

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Alemania constituye un reconocido “país laboratorio” cuyo influjo clave en el pensamiento y la pedagogía contemporáneos ha sido reconocido unánimemente por los más reputados comparatistas académicos actuales. Especial influjo en la pedagogía occidental ha suscitado el concepto de Bildung, el cual, incardinado en el movimiento neohumanista alemán del siglo XVIII, es un concepto acuñado y desarrollado por Humboldt con ricas y múltiples acepciones, cuyo análisis se revela necesario a fin de desentrañar toda la riqueza de matices e implicaciones que su proyección es susceptible de verter en el ámbito educativo. Interesa para el corpus teórico de la disciplina pedagógica tener presente la relevancia educativa sin precedentes de este concepto alemán que en este artículo tomamos como objeto de estudio, y analizar su etimología y su significado, así como el influjo real de este término en la pedagogía occidental, no sólo desde un punto de vista histórico, sino analizando su impacto en el siglo XXI. A fin de llevar esto a cabo de forma eficaz, elegimos una metodología de carácter cualitativo, basada principalmente en el análisis de contenido mediante una minuciosa revisión de la literatura especializada sobre la temática objeto de estudio. En los resultados obtenidos quedan recogidos, entre otros, el origen etimológico de Bildung, además de su desarrollo conceptual a la vez que educativo a lo largo de la historia hasta llegar a confluir en el actual estado de la cuestión. En conclusión, se pone de manifiesto que dicho concepto ha sido tomado como un elemento singular precedente de multiplicidad de corrientes educativas y formativas no únicamente en la pedagogía occidental europea sino incluso también en la angloamericana, habiendo evolucionado hasta llegar incluso a concebirse como un elemento facilitador de los procesos educativos actuales, los cuales se encuentran inevitablemente enmarcados en la era de las TIC y la web 2.0

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“…The central issue is to bring together the stories of curriculum content and the students' life worlds (Menck, 2010). For knowledge to become meaningful, it must be internalised and part of each individual student's life (Reindal, 2013), but instruction cannot ensure this result (von Humboldt, 2000). In the concept of skills discussed above, there is an intention to manifest what is 'hidden' in the human mind (Standish, 2012).…”

Section: The Challenge Of Contextmentioning

confidence: 99%

The problems of ‘competence’ and alternatives from the Scandinavian perspective ofBildung

Willbergh¹

2015

Journal of Curriculum Studies

119

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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.

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Bildung, the Bologna Process and Kierkegaard’s Concept of Subjective Thinking

Cited by 24 publications

References 14 publications

A Connected Curriculum for Higher Education

A Connected Curriculum for Higher Education

“Bildung”: concepto, evolución e influjo en la pedagogía occidental desde una perspectiva histórica y actual

The problems of ‘competence’ and alternatives from the Scandinavian perspective ofBildung

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