Paradoxical Tensions Between Bildung and Ausbildung in Academia

Schaffar, Birgit; Uljens, Michael

doi:10.1007/978-94-6209-974-6_1

Cited by 7 publications

(7 citation statements)

References 18 publications

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“…General goals are often related to a general educational approach, which may be easier to understand by referring to the German distinction between the terms Bildung (liberal education) and Ausbildung (formal education, schooling) (see e.g. Schaffar and Uljens 2015). Simply put, one might say that the Bildung aspect of education is often associated with the general expectations a society may have with regard to general knowledge about certain subjects.…”

Section: Methodological and Theoretical Foundationsmentioning

confidence: 99%

When the first language feels like a second language: Challenges for learners of Norwegian Nynorsk

Haugan

2019

beyond

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Norway has two official written language varieties: Bokmål (DanoNorwegian) and Nynorsk (New Norwegian). Normally, all Norwegian pupils must learn both varieties of the written Norwegian language in school, and at the end of secondary school, they obtain two separate grades in written Norwegian. However, one of the varieties is considered to be and is taught as the main written language, whereas the other variety is the second or alternative written language. Approximately 85 percent of the pupils in school have the DanoNorwegian variety as their main written language and many of these pupils develop antipathies toward the other variety with the result that they do not master it very well at the end of secondary school. In fact, many pupils achieve better results in English than in the alternative variety of their own so-called mother tongue. In this paper, I will discuss some of the challenges that are related to learning Nynorsk in the Norwegian educational system and society. With reference to Norton (2013) and others, I will argue that these challenges may actually be best understood from the perspectives of identity, social power, motivation, investment and second language acquisition.

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Section: Methodological and Theoretical Foundationsmentioning

confidence: 99%

When the first language feels like a second language: Challenges for learners of Norwegian Nynorsk

Haugan

2019

beyond

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“…Von Humboldt distinguishes between two philosophical academic education streams, referred to with the Germanic terms Bildung and Ausbildung, commonly used in Anglophone literature. Bildung refers to the personality development and selfcultivation ideal, and it has often been linked to the Humboldtian model of higher education (Bruford, 1975), meaning that this approach intends to create graduates with developed abilities to be formed for a career or life and not only for a particular (first) job (Schaffar & Uljens, 2015).…”

Section: Von Humboldt and The Bildung Idealmentioning

confidence: 99%

Purchasing skills leading to success: how to succeed in innovation sourcing

Stek

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Procurement and purchasing -skills and competences -plus successIdeally, the title of a dissertation serves as the proverbial standard that covers the load. Here the title is short -PURCHASING SKILLS LEADING TO SUCCESS -which might raise questions on what is meant with 'purchasing', 'skills' or 'success' and especially, as the subtitle suggests, on HOW TO SUCCEED IN INNOVATION SOURCING. This research aims to present those necessary skills for success in the purchasing profession and innovation sourcing, and answers are given on how higher education institutions should address these in purchasing or procurement courses. However, the first issue is determining 'purchasing' or 'procurement'. Interestingly, the etymology of "to procure" stems from the old French (procurer) and means "care for, be occupied with; bring about, cause; acquire, provide". "Procurer" is associated with the late Latin "procuro", which means "to manage"; "take care of" or "carrying out responsibilities for others" (Wageningen & Muller, 1929, p. 766; own translation). In a more modern sense, it has the meaning to "obtain" or to "recruit" and got in the late Middle Ages the connotation "to obtain (women) for sexual gratification" (Etymonline, 2020). According to the modern dictionary, it still has this meaning besides obtaining possession by particular care and effort. 1 In this dissertation, procuring will be used in the meaning of purchasing.Alike "to procure," the term "to purchase" also has an old French origin: "porchacier" or the modern French variant "pourchasser", meaning to "run after", "to hunt (or) chase (for)". Modern meanings are to "acquire, obtain; get, receive; procure, provide," and also to "accomplish or bring about; instigate; cause, contrive, plot; recruit, hire" (Etymonline, 2020). Currently, the meaning of purchasing is obtaining by "paying

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“…Differently expressed, modern education theory typically views education as an invitation or a provocation to self-reflection and autonomy. However, in order for the individual to reach autonomy in self-reflection abilities, he or she must, according to this line of reasoning, already be recognized as autonomous, free and self--reflecting (SCHAFFAR & ULJENS, 2015). In other words, in order for education to be possible, there must exist a free subject whose reflection is provoked, but simultaneously it is thought that the individual becomes a free subject through the process triggered by an educational provocation.…”

Section: Recognitionmentioning

confidence: 99%

“…the Ten Commandments). This movement, to strive for something that one cannot picture in advance (Meister Eckhart), has since been a crucial dilemma of Bildung (SCHAFFAR & ULJENS, 2015). Modern non-teleological cosmology, with an open future meets the same problem -how to educate for a future we cannot know.…”

Section: Concluding Reflectionsmentioning

confidence: 99%

“…In curriculum theory, on the other hand, this tradition is much more present (AUTIO, 2013;ENGLUND, 2006;HOPMANN, 2015;PINAR, 2011, SOUSA, 2015 as also in educational philosophy (KEMP, 2005;ROTH & BURBULES, 2007;BIESTA, 2008). Still, there are fundamental concepts like Bildsamkeit, summons to self-activity and recognition, by which modern education theory renewed the scene during the Romantics that have not until recently been the topic for much discussion in relation to contemporary curriculum theory and citizenship education in English (ULJENS, 2002;OETTINGEN, 2006;SILJANDER, KIVELÄ & SUTINEN, 2008;FRIESEN & SAEVI, 2010;FRIESEN & HAMELOCK, 2012;HORLACHER, 2015;SCHAFFAR & ULJENS, 2015;SAEVEROT, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Non-Affirmative Curriculum Theory in a Cosmopolitan Era?

Uljens

2016

revtee

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National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A task and contribution in modern education has been a concept explaining how e.g. socialization (social cohesion) and personalization (individuation) may be considered as integrated ratherthan excluding processes. The modern, or classic, approach early identified dilemmas connected to a reproduction- and transformation oriented curricula, as well as dilemmas emanating from descriptive-technological and normative theory. This article elaborates on relational core concepts developed in nineteenth century modern education theory (Fichte, Hegel, Schleiermacher,Herbart, Snellman). Utilizing concepts from modern education theory a non-affirmative position is argued for as an answer to parts of contemporary challenges.

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Paradoxical Tensions Between Bildung and Ausbildung in Academia

Cited by 7 publications

References 18 publications

When the first language feels like a second language: Challenges for learners of Norwegian Nynorsk

When the first language feels like a second language: Challenges for learners of Norwegian Nynorsk

Purchasing skills leading to success: how to succeed in innovation sourcing

Non-Affirmative Curriculum Theory in a Cosmopolitan Era?

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