The significance of the concepts ‘elemental’ and ‘fundamental’ in didactic theory and practice

Kruger, Robyn; Yonge, George D.

doi:10.1080/00220270701332267

Cited by 38 publications

(29 citation statements)

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“…These alternatives are made visible in the paper by perspectives from classical texts, such as those of Wolfgang Klafki (1927-) (Klafki, 2000a(Klafki, , 2000b(Klafki, , 2001a(Klafki, , 2001b and recent developments in the concept since its revitalisation after the turn of the millennium, mainly in Scandinavian work (Gustavsson, 2003;Hillen et al, 2011;Hopmann, 2007;Kim, 2013;Krü ger, 2008;Menck, 2010;Meyer, 2007;Midtsundstad, 2010;Midtsundstad & Hopmann, 2010;Midtsundstad & Werler, 2011;Midtsundstad & Willbergh, 2010;Pikkarainen, 2011;Vásquez-Levy, 2002;Westbury, Hopmann, & Riquarts, 2000;Willbergh, 2008). However, the main theoretical perspective on how educational alternatives to the challenges of context and implementation can be developed from theories of Bildung is the 'mimetic' perspectives on schooling (discussion to follow) (Willbergh, 2008(Willbergh, , 2010b(Willbergh, , 2011b.…”

Section: Aims Of the Studymentioning

confidence: 96%

“…This critical deliberation is a matter of working with the subjective and objective aspects of educational content, explored theoretically by the pair concepts of Bildungsinhalt and Bildungsgehalt, or what has been called 'elemental' and 'fundamental' educational content (Comenius & Keatinge, 2005;Hopmann, 2000;Klafki, 2000a;Krü ger, 2008;Wagenschein, 2000). This opposition has also been recently revived in English as the 'matter' and 'meaning' distinction in speaking of education contents, and is appearing in Norway using very similar terms: innhold and betydning (Hopmann, 2007;Hörmann, 2011;Midtsundstad, 2010;Midtsundstad & Willbergh, 2010;Willbergh, 2008;Willbergh, 2011b).…”

Section: The Challenge Of Contextmentioning

confidence: 99%

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

Willbergh¹

2015

Journal of Curriculum Studies

121

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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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Section: Aims Of the Studymentioning

confidence: 96%

Section: The Challenge Of Contextmentioning

confidence: 99%

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

Willbergh¹

2015

Journal of Curriculum Studies

121

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“…What is essential here is that both the elemental and the fundamental are aspects of content applied in teaching practice: The elemental is content prepared for children in teaching, conceptualised by an adult. The fundamental is content brought into function in teaching, what the child does with it and how his or her perception of things is changed (Krü ger, 2008). Consequently, the connection knowledge-learning inherent in the concept of Categorical Bildung is the link between the basic concepts of the school disciplines and the learning of unique students in their unique contexts.…”

Section: Formal Bildung Theoriesmentioning

confidence: 99%

“…General didactics, 'Allgemeine Didaktik' and Bildung theories, being German and Northern-European educational theories, are relatively unknown in the English-speaking world, but interest in it has been growing since the turn of the millennium (Aasebø, Midtsundstad & Willbergh, 2015;Deng, 2015a;Gundem & Hopmann, 1998;Hillen, Sturm & Willbergh (Eds. ), 2011;Hillen & Aprea, 2015;Hopmann, 2007;Kim, 2013;Krü ger, 2008;Menck, 2010;Meyer, 2007;Midtsundstad & Werler, 2011;Midtsundstad & Willbergh, 2010;Pikkarainen, 2011;Vásquez-Levy, 2002;Westbury, Hopmann & Riquarts, 2000;Willbergh, 2015Willbergh, , 2016.…”

Section: The Relation Knowledge-learning In the Theory Of Categoricalmentioning

confidence: 99%

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

Willbergh

2016

Nordisk tidsskrift for pedagogikk og kritikk

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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.

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“…This content, by virtue of its educational substance, has a "formative potential" or a "possible value-laden impact" on the mind of the becoming person. In other words, it can lead to fundamental experience (Krüger, 2008 In German Didaktik teaching is largely conceived in the subjectification domain, having to do with human formation through participating in the world and culture (von Humboldt, 2000; also see Lüth, 2000). At the heart of teaching is a "fruitful encounter" between content and the learner (Klafki, 2000).…”

Section: The German Didaktik Traditionmentioning

confidence: 99%

On Developing Chinese Didactics: A Perspective from the German Didaktik Tradition

Deng

2013

Front Educ China

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Over the last century, the development of didactics ( ) in China has been profoundly influenced by Kairov's theory of pedagogics. The German Didaktik tradition, which can date back to Comenius and Herbart, remains largely unknown to educational scholars in China while they possess basic knowledge of Comenius and Herbart. This article expounds three basic tenets of the German Didaktik tradition-(1) the concept of Bildung, (2) a theory of educational content, and (3) the idea of teaching as a learner-content encounter-and discusses the implications for developing Chinese didactics. It argues for a rethinking of the purposes, content, and practice of teaching with respect to the subjectification aim of education (i.e., the becoming of unique individuals, with autonomy, critical thinking, and creativity).

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The significance of the concepts ‘elemental’ and ‘fundamental’ in didactic theory and practice

Cited by 38 publications

References 3 publications

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

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

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

On Developing Chinese Didactics: A Perspective from the German Didaktik Tradition

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