Introduction: Bildung and the idea of a liberal education

Løvlie, Lars; Standish, Paul

doi:10.1111/1467-9752.00279

Cited by 107 publications

(36 citation statements)

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“…The conveying of specific competencies (cf. first-mentioned function above) is the purpose of institutions for general education since they are oriented towards superordinate educational goals rather than the pursuit of concrete changes in behavior [28][29][30]. In the context of the last-mentioned function of -conveying competencies for the implementation of concrete goals of sustainable development‖, educational institutions thus contribute pre-eminently to the attaining of specified goals of sustainable development by enabling their learners.…”

Section: Discussionmentioning

confidence: 99%

“…Educational offers must thus be aligned with such specified goals of sustainable development (and the fields of action they entail) as they are recorded for example in Agenda 21, in national strategies, in the United Nations Millennium Development Goals or in similar documents. However, such an alignment of the desired competencies cannot be reconciled with currently accepted notions of general education [28][29][30], according to which education is not considered to be instrumental, after all [31]. Therefore, this function of education in the context of sustainable development is aimed only at educational institutions, which, besides a general educational mandate also have a vocational one [32].…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

2013

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Abstract:The term of education is an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need in order to develop and implement educational offers in the field of Education for Sustainable Development (ESD) so that they can aspire to and attain specific educational goals with their students. This touches on the question of the building of corresponding competencies in teacher education and further education. So far, few attempts have been made to describe teachers' competencies regarding ESD and to develop corresponding competence models. The following article presents two models-Curriculum, Sustainable Development, Competences, Teacher Training (CSCT Model) and Learning for the future: The Competences in Education for Sustainable Development (ECE Model)-and discusses their benefit for teacher education and further education. These models differ in how broadly they define ESD and in what audiences they target at. This comparison shows and explains why competence models should focus on profession-specific core competencies if they are to be used as a basis for the conception of educational offers in the field of ESD in education and further education of teachers. The drawn conclusion consists in initial considerations for the conception of another competence model. OPEN ACCESSSustainability 2013, 5 5068

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

2013

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“…Nevertheless, the philosophy of education course was by far the 'most practical' and consequential part of my teacher training. The course was an introduction to formalised and articulated liberal education; something that was a much more commonplace experience for Europeans with their long and entrenched Bildung tradition (Lövlie and Standish 2002;Westbury et al 2000).…”

Section: From Philosophy Of Education To Philosophy Of Sciencementioning

confidence: 99%

Reflections on 25 Years of Journal Editorship

Matthews

2015

Sci & Educ

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These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns-clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise of constructivism in science education.

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“…Biesta 2006;Horlacher 2004;Lieberkind and Bergstedt 2005;Masschelein and Ricken 2003;Rise 2010;Schneider 2012;Sünker 2006;Thompson 2005;Wahlström 2010). The investigations on Bildung in the research literature analyse the concept according to Løvlie and Standish (2003) in relation to three axes: cultivation and nature, private and public, and self-education and the cultivation of society. According to Masschelein and Ricken (2003), there are two main traditions: one tradition sees Bildung as a sort of canon indicating the cultural content of education; the other tradition emphasizes a specific kind of self-experience and self-development summarized in the phrase Sich-Bilden or ''self-education''.…”

Section: Bildung In Higher Education and The Relevance Of Kierkegaardmentioning

confidence: 99%

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

Reindal

2012

Stud Philos Educ

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The Bologna Framework for higher education has agreed on three ''cycle descriptors''-knowledge, skill and general competence-which are to constitute the learning outcomes and credit ranges for the three cycles of higher education: The Bachelor, the Master and the PhD. In connection with the implementations of the national qualification framework these descriptors initiated a new debate on the possibility of Bildung within higher education in Norway. Pursuing this question of whether the triad knowledge, skill and general competences makes possible or prevents Bildung within higher education I argue that regardless of how one conceptualizes Bildung, one must say something about the kind of thinking that initiates a process transforming knowledge to become internalised so as to influence one's choices and actions. A vital aim for the initiative of the Bologna process as envisioned in the Bologna Declaration 1999 was to develop a ''Europe of Knowledge''. Underpinning this and other educational documents it appears that lack of knowledge is seen as an important explanation to todays many challenges. A confidence in knowledge per se as having a transformative power in itself seems to be a belief supporting the knowledge policy that dominates official documents. Following Kierkegaard and his critique of becoming objective as nurturing disinterestedness, I am critical to an understanding of knowledge as transformative in itself if knowledge primarily is understood as objective knowledge. In this paper I argue that in order to take responsibility for the knowledge one holds, a thinking which Kierkegaard calls subjective is an important contribution to one kind of thinking involved if knowledge shall initiate a transformation of one's life and thus foster responsibility.

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Introduction: Bildung and the idea of a liberal education

Cited by 107 publications

References 0 publications

Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

Reflections on 25 Years of Journal Editorship

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

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