Cover Image

Non-Affirmative Theory of Education and Bildung.

Bibliographic Details
Main Author: Uljens, Michael.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2023.
Edition:1st ed.
Series:Educational Governance Research Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Why Engage in Non-affirmative Theory of Education and Bildung? A Preface
  • The Idea of This Volume
  • Contents
  • Part I: Introduction
  • Chapter 1: Non-affirmative Theory of Education: Problems, Positionings and Possibilities
  • Non-affirmative Education: A Long Tradition and Recent Developments
  • Education Operates Indirectly
  • Beyond Societal and Cultural Reproduction and Transformation
  • Non-affirmative Education as a General, But Not Universal, Theory
  • The Hermeneutical Character of Education Theory
  • This Volume
  • References
  • Chapter 2: On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung
  • On Initial Attempts to Identify Non-affirmativity as a Characteristic of Critical Pedagogical Thinking and Action
  • Outline of a Non-affirmative Philosophy of Education: Foundational Concepts, Theories and Forms of Pedagogical Practice
  • On the Further Development of the Concept of Pedagogical Non-affirmativity and the Development of Basic Pedagogical Differentiations
  • In-Depth Studies of the History of the Problem
  • On Basic Pedagogical Distinctions and Their Possible Meaning for a Supra-paradigmatic Description of Educational Processes (Erziehungs- und Bildungsprozessen)
  • The Importance of the Basic Concepts for the Conceptualization of Educational Research Projects
  • The Sustained Importance of Critical Non-affirmativity, Which Must Be Constantly Redefined and Reassessed
  • References
  • List of References by the Author of this Chapter
  • General List of References
  • Part II: Non-affirmative Interpretations of Didaktik
  • Chapter 3: Knowledge, Values and Subject-ness: Educative Teaching as a Regulative Idea of School Development in the Twenty-First Century
  • Introduction
  • Non-affirmative Education as Discipline, Teaching and Guidance
  • Educative Teaching and the Public School.
  • Dimensions of Non-affirmativity
  • Objective Insight
  • Own Value Judgment
  • Many-Sidedness
  • Radical Consideration
  • Conclusion
  • References
  • Chapter 4: Herbart's Educative Teaching in Times of Big Data-Based Measurement and Assessment
  • Introduction
  • Is Educative Teaching Outdated? The Alienation of the Teaching-Learning Relationship in Measurement Culture Makes It Necessary Again
  • The Non-affirmative Characters of Educative Teaching: An Understanding Based on Herbart's Concept of "Aesthetic Representation of the World"
  • The Non-affirmative Requirements for Modern Teaching-Learning Relationship in Consideration of Educative Teaching
  • Conclusion
  • References
  • Chapter 5: Bildung-Centred Non-affirmative School Didactics
  • Introduction
  • School Didactics: Features and Influences
  • Why 'School Didactics'?
  • The Modern Education Theory Heritage in Finland
  • Phenomenological Research in Teaching and Learning
  • Non-affirmative Education Theory
  • A Non-affirmative Interpretation of School Didactics
  • How Societal Interests Transform into Pedagogical Practice: A School Didactic Perspective
  • Beyond Universal and Particularist Approaches to Transformation of Societal Interests
  • Using Non-affirmative School Didactics for Identifying Policy Positions
  • Bildung and Bildsamkeit in School Didactics
  • Pedagogical Work as Summoning Self-Activity
  • Concluding Remark
  • References
  • Part III: Non-affirmative Education and Related Theoretical Positions
  • Chapter 6: Dewey, Existential Uncertainty and Non-affirmative Democratic Education
  • Introduction
  • Uncertainty and the Beginning of Learning
  • Uncertainty, Thinking and Freedom
  • Uncertainty and Receptivity to Difference
  • Existential Uncertainty, Teaching and Democratic Education
  • Teacher as Artist
  • Listening and Relationality: Towards Non-affirmative Democratic Education.
  • References
  • Chapter 7: Forgotten Relations Between Justice and Education: A Non-affirmative Education Approach
  • Introduction
  • Limitations of a Distributive Justice/Social Justice Perspective on Understanding Education
  • Moving Beyond a Distributive Justice Perspective on Education
  • The Original Concept of Justice
  • The Forgotten Relations Between Justice and Education
  • Emergence and Decline of the Ethics of Self-Care: The Triumph of the "Great Didactic"
  • The Non-affirmative Education as an Alternative Way to Justice in Education
  • Conclusions
  • References
  • Chapter 8: Between Doxa and Transformational Bildung: A Phenomenological and Social-Theoretical Rehabilitation of the Formation of Opinions with Egon Schütz and Pierre Bourdieu
  • Introduction
  • Non-affirmative Education and Bildung in Dietrich Benner's Work
  • Bildung as the Formation of Opinions (Meinungsbildung)
  • Doxa and Habitus: Habit and Transformation
  • Conclusion
  • References
  • Chapter 9: Hermeneutics in the Non-affirmative Theory of Education
  • Introduction
  • Education and Bildung vs. Subjectivity and Intersubjectivity
  • What Comes First, Subjectivity or Intersubjectivity?
  • Hermeneutics in Education as Summoning of Self-Activity and Bildung
  • Bildung as an Intepretative Process
  • Education as Mediation Between Individual and Society
  • Understanding: The Dialectics Between Being, Thinking, and Knowing
  • Language, Dialogue, and Subjectivity
  • Conclusion
  • References
  • Part IV: Non-affirmative Education and Empirical Research
  • Chapter 10: Pedagogical Experimentalism and the Principle of Verification. A Quest for Non-affirmative Educational Research
  • Introduction
  • Mainstream Research on Education
  • Pedagogical Experimentalism
  • Critical Pedagogy and the Researching Community
  • Verification as a Principle of Emancipatory Research.
  • Projecting a Space of Possibilities in Educational Research
  • References
  • Chapter 11: Non-affirmative Theory of Education and Cultural-Historical Activity Theory: Where Do They Meet?
  • Introduction-Three Dilemmas for Educational Theory
  • NAT and CHAT-Shared Roots with Divergent Branches
  • NAT of Education
  • Constitutive Principles of Non-affirmative Theory
  • Bildsamkeit
  • Summoning to Self-Activity
  • Regulative Principles of Non-affirmative Educational Theory
  • Non-hierarchical Relations
  • How Societal Interests Are Transformed into Legitimate Pedagogical Practice
  • CHAT
  • Expansive Learning
  • Formative Intervention
  • NAT and CHAT: A Comparative Analysis-Where Do They Meet?
  • Ontological Similarities and Differences
  • Learning and Teaching
  • The Learners' Activity in the Centre
  • The Object or Contents of the Learning Process
  • Recognition
  • The Pedagogical Process
  • The Context of Learning
  • Cultural and Historical Context
  • Epistemological Comparison
  • Normativity
  • Concluding Remarks
  • References
  • Chapter 12: Understanding Municipal Education Leaders in the Tension Between Politics, Professionals and Parents
  • Introduction
  • The Context of Educational Leadership in a Municipality
  • Non-affirmative Theory
  • Discursive Institutionalism (DI)
  • Ideas and Discourses
  • Institutions
  • Power
  • Regulative Principles for Social Actions
  • Discussion
  • References
  • Part V: Non-affirmative Education Perspectives on Governance and Policy
  • Chapter 13: Operating in an Outcomes-Based and a Democratic Bildung Discourse
  • Introduction
  • Discourses
  • The First of Two Discourses
  • Governing the Neoliberal State
  • The Second Discourse
  • The Contract and Social Technologies
  • Discourse on Democracy: Organising and Relations
  • Digitalisation
  • Past, Present, and Future?
  • References.
  • Chapter 14: On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approach
  • Introduction
  • Data-Driven Curriculum Policy-Making
  • A Discursive and Non-affirmative Approach
  • Discourse and Ideas
  • A Non-affirmative Approach
  • Normative Ideas in Data-Driven Curriculum Policy-Making
  • Objective Data for Comparing Educational Progress at the Societal Level
  • Standardised Classrooms at the Curriculum Level
  • Digitising Human Interaction at the Classroom Level
  • Concluding Remarks
  • Educational Ideas in Data-Driven Curriculum Work
  • Towards a More Reflexive Position
  • References
  • Chapter 15: Bildung and Twenty-First Century Competences: In Need of Mutual Recognition?
  • Bildung and Twenty-First Century Competences: An Introduction
  • Recent Bildung and Competence-Oriented Research in Norway and Kosovo
  • An Educational Theoretical Framing of Bildung and Twenty-First Century Competences
  • Bildung and Twenty-First Century Competences in Transnational and National Education Frameworks
  • Bildung and Twenty-First Century Competences: A Potential Way Forward
  • References
  • Chapter 16: From 'Didactics' to 'Curriculum-and-Didactics' and Beyond: A Non-affirmative Approach to the Analysis of the Changes in Didactics in Mainland China
  • A Reflection on the Shifts and Changes That Have Taken Place in Chinese Pedagogics and Didactics
  • A Reconsideration of the Relationship of Chinese Education to Politics and Economy from the Perspective of the Non-affirmative Theory of Education
  • Integrating German Didactics with Anglo-American Curriculum Studies Based on Chinese Harmonism: A Non-affirmative Approach to Integration
  • Concluding Remarks
  • References
  • Part VI: Concluding Reflections and Openings.
  • Chapter 17: Non-affirmative Education Theory as a Language for Global Education Discourse in the Twenty-First Century.

Similar Items