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This article examines the concept of Bildung within competence-oriented curriculum work, using philosophy teaching in the most recent 2020 Norwegian curriculum reform (LK20) as an example. The purpose is to clarify what characterizes Bildung-promoting teaching in subject curricula aimed at the students’ development of competences. The article uses document analysis to investigate the understanding of Bildung in two of LK20’s key policy documents and how this understanding is reflected in the description of philosophy teaching in three of LK20’s subject curricula. The results suggest that while LK20 aims to strengthen students’ participation in society, the representation of Bildung-promoting philosophy teaching deviates from some of the core ideas of Bildung according to the north-west European Didaktik tradition. The article concludes that, if Bildung relies on adaptive teaching and philosophy teaching is meant to promote Bildung, it would be advisable to further expand the understanding in Norway’s national curriculum of what philosophy is and how to teach it. The article contributes to the field of curriculum studies by showing how representations of Bildung in education policy can translate into and be identified within-subject curricula, and by presenting the current state of philosophy teaching in Norway. [ABSTRACT FROM AUTHOR]

Building on the ‘Didaktik Meets Curriculum’ dialogue, this symposium (special issue) seeks to further the ongoing discussion on knowledge and curriculum—recently revitalized by the concept of powerful knowledge—by engaging with social realism in conjunction with Didaktik and curriculum theory. The symposium features two key articles concerning social realism: Johan Muller revisits the early work of Basil Bernstein, while Michael Young examines the foundational ideas of Émile Durkheim. It also presents six response articles authored by scholars from England, the United States, and Finland, each engaging with Muller’s article, Young’s article, or both. Central to this discussion are the following questions: How should social realism be understood on its own terms? Why has it exerted very little influence in the United States, Germany, and other German-speaking countries? In what ways do curriculum theory and Didaktik differ from social realism? And what might constitute a beneficial and productive relationship between social realism, Didaktik, and curriculum theory? [ABSTRACT FROM AUTHOR]

The call for ‘bringing knowledge back in’, epitomized by the concept of powerful knowledge coined notably by Michael Young and Johan Muller, has significantly influenced the ‘knowledge turn’ in global educational landscapes. However, the way of thinking and theorizing about knowledge and the curriculum that underpins the project of ‘bringing knowledge back in’ has not received adequate attention in the literature. Using Muller’s article ‘The palimpsests of knowledge’ (this issue) as a starting point and referencing several key works by Young and Muller, this article examines the social realist approach to thinking and theorizing about knowledge and the curriculum, including its promises and limitations. Invoking Pädagogik and Didaktik, the article proposes an alternative approach that addresses these limitations and provides a foundation for articulating a model of a future-oriented, knowledge-rich curriculum—a model particularly pertinent to the ‘knowledge turn’ in the National Curriculum in England. The article concludes by calling for greater engagement with continental traditions of educational theory and theorizing. [ABSTRACT FROM AUTHOR]

The aim of this article is to analyze Michael Young’s and Johan Muller’s revisit of the origins of the concept of powerful knowledge. The background and theoretical framing of the analysis consist in an ongoing debate regarding similarities and differences between Anglophone and German-Nordic approaches to frame teaching and pedagogical practice conceptually. The methodological approach applied is hermeneutical text analysis of significant contributions by Young and Muller. The result of the analysis focus four critical issues. Firstly, emphasizing the importance of an epistemological analysis of curricular knowledge, the social realist reasoning appears valid primarily within Anglophone education research. Secondly, powerful knowledge represents instructional reductionism, separating epistemological analysis from pedagogical reflection, unlike Didaktik, which treats them relationally, considering the educative dimensions of contents. Thirdly, in comparison with Durkheim’s and Bernstein’s theories, powerful knowledge seems more like a policy concept. Fourthly, as I appreciate Bernstein’s theoretical approach to conceptualizing sociology of knowledge, I argue also that pedagogy or education requires a similar level of conceptual clarification. The conclusion of the article is that given that Education as an autonomous academic discipline, like sociology or psychology, Education requires an independent ontological and epistemological curricular base. Thus, education is not be reduced to a field of practical application, as is the case with Young and Muller. [ABSTRACT FROM AUTHOR]

This study investigates Finnish and Californian (US) elementary and secondary school teachers. The main objective of the study is to explore the experienced autonomy in different educational policy regimes. The ideologies and traditions that these two countries represent can be called Didaktik tradition and curriculum tradition. The research question is: How do the teachers’ perceptions of curriculum traditions in the two country contexts differ concerning experienced autonomy, and what might the theoretical and methodological implications of such comparison be? A total of 17 Finnish and 15 US teachers were interviewed using a semi-structured interview guide. The results show that both groups of teachers experienced a lot of autonomy despite of the fact that the US teachers operate in a more restricted accountability policy than the Finnish teachers. This raises some methodological and theoretical implications and limitations of self-reporting comparative studies on teacher autonomy.

Sprachen sind mehr als die Wiedergabe identer Gedanken mit lediglich anderen Wörtern. Im vorliegenden Beitrag erläutert der Autor, dass Bewusstsein und Respekt für kulturelle Vielfalt mit der Entwicklung sprachlicher Kompetenz einhergehen und diese wiederum zum Verständnis anderer Kulturen beiträgt. Der Ansatz einer Mehrsprachigkeitsdidaktik stellt das Lernen von, mit und über Sprachen ins Zentrum und nimmt die Menschen und ihre Sprachen in ihrem Alltag, an ihrem Arbeitsplatz, in Medien oder auf Reisen wahr. Der Autor trägt Beispiele für Initiativen in der Erwachsenenbildung mit besonderem Fokus auf die Urania Steiermark zusammen, die den plurilingualen, also mehrsprachigkeitsdidaktischen Ansatz im Sprachenlernen Erwachsener aufgreifen. Sein Fazit: Die Beschäftigung mit Sprache, das bewusste und erklärende Aufzeigen von Unterschieden und vor allem von Gemeinsamkeiten sind Beiträge der Erwachsenenbildung zu Menschenrechtsbewusstsein, Respekt und Frieden. (Red.)

Copyright of Nordic Journal of Art & Research is the property of InFormation - Nordic Journal of Art & Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper first re-visits the origins of the concept powerful knowledge and goes on to assess its mixed fortunes as of 2022. It assesses Basil Bernstein’s early interest in knowledge in the curriculum by examining his retrieval of Durkheim’s discussion of the Trivium and Quadrivium, going on to examine how the sciences and the Humanities each specialize knowledge but in different ways. It then discusses the recursive form of theorizing of pedagogy developed by Bernstein in his pedagogic device, distinguishing this form from that to be found in recent discussions of Didaktik and powerful knowledge, drawing out their complementarity. [ABSTRACT FROM AUTHOR]

Background: The structures of postgraduate medical education are regulated by the (guideline) regulations on specialty training ((M-)WBO). This formal structure is the result of medical discourse between medical associations, specialist societies and other associations. Various developments can be seen in the WBO. This study examines whether changes at the level of the WBO can contribute to changing and didactically optimizing postgraduate education in hospitals. Methods: Based on Mayring's theory a document analysis of the MWBO 1992, 2003 and 2018 was carried out with an additional focus on aspects of surgery. For this purpose, texts and contents of the MWBOs were compared and word frequencies were analyzed. In addition, three guided interviews with experts were conducted and analyzed according to Kuckartz using MAXQDA. The experts were selected based on their position and their involvement in the MWBO adaptation process. Results: The analysis of the WBO shows that efforts are being made to adapt specialty training in hospitals in order to make it more structured and didactically optimized. Concepts are being introduced and, in some cases abolished (e.g. specialist knowledge "Fachkunden") or further developed (e.g. competencies). The word frequency analysis shows the use of the same eight most frequent terms, which seem to define the basic character of postgraduate education. There are also obstacles to communication between the medical self-administration and the clinical stakeholders, which limit the possibilities for change. Conclusion: For implementation of the WBO in hospitals, clinicians need to be included even more intensively. This should not only take place during the development of the WBO, but especially during its implementation in the hospitals themselves to enable better integration of the new structures and didactic concepts of the WBO. [ABSTRACT FROM AUTHOR]

Der vorliegende Beitrag gibt einen Überblick über die Entstehung und kontinuierliche Weiterentwicklung des fächerübergreifenden Unterrichts am Oberstufen-Kolleg. Seit der Gründung der Versuchsschule im Jahr 1974 ist der fächerübergreifende Unterricht ein zentraler Bestandteil des schulspezifischen Arrangements von Unterrichtsarten. Im Sinne einer breiten Allgemeinbildung sollen die Kollegiat:innen hier die Spezialisierung in ihren Schwerpunktfächern überschreiten und ein Lernen über die Perspektiven des Einzelfaches hinaus einüben. Während der fächerübergreifende Unterricht im ursprünglichen College-Modell im Wesentlichen in Einzelkursen organisiert war, die durch eine breite konzeptionelle Offenheit geprägt waren, wurde nach der Umstrukturierung der Versuchsschule in eine experimentelle gymnasiale Oberstufe im Jahr 2002 eine größere konzeptionelle Verbindlichkeit angestrebt. Infolge der Beschlüsse der Kultusministerkonferenz zur gymnasialen Oberstufe wurde der fächerübergreifende Unterricht am Oberstufen-Kolleg ab 2011 weitgehend in Profilen organisiert, einer Bündelung von jeweils drei Grundkursen, die themenorientiert kooperieren. This article provides an overview of the emergence and continuous development of interdisciplinary teaching at the Oberstufen-Kolleg. Since the foundation of the experimental school in 1974, interdisciplinary teaching has been a central component of the school’s specific arrangement of teaching methods. In the spirit of a broad general education, students are encouraged to go beyond specialization in their core subjects and practice learning beyond the perspectives of the individual subject. While interdisciplinary teaching in the original college model was essentially organized in individual courses, which were characterized by a broad conceptual openness, a greater conceptual commitment was sought after the restructuring of the experimental school into an experimental upper secondary school in 2002. As a result of the resolutions of the Conference of Ministers of Education and Cultural Affairs on the upper secondary school, interdisciplinary teaching at the Oberstufen-Kolleg was largely organized in profiles from 2011 – a bundling of three basic courses each, which cooperate on a topic-oriented basis.

A Didática das Ciências possui diferentes influências cujas tradições curriculares têm como foco desde o ensino do conhecimento disciplinar (anglo-americana) à Bildung (alemã). Esta envolve autoformação, cultivo de si e considera o estudante em múltiplas dimensões, não apenas a intelectual. A Bildung passou por diferentes interpretações historicamente, como a grega, a teológica e a iluminista, o que a leva a perder força na modernidade. Hans-Georg Gadamer foi um filósofo que buscou resgatar a atualidade da Bildung de modo a pensar a autoformação como compreensão de si a partir do outro. O objetivo deste artigo é apresentar a Bildung de Gadamer como um horizonte compreensivo à Educação em Ciências que pode ser um caminho para uma virada ontológica no campo. Dentre os desdobramentos dessa abordagem, destaca-se a necessidade de compreender as relações na EC em termos de uma experiência entre alunos, professores e mundo pautada em uma consciência hermenêutica que cultiva uma postura de alteridade frente ao novo.

Das DaZKom-Strukturmodell zur Beschreibung der Kompetenz von (angehenden) Lehrpersonen aller Schulfächer im Bereich Deutsch als Zweitsprache (DaZ) wurde seit 2009 in den Projekten DaZKom, DaZKom-Video und DaZKom-Transfer erarbeitet, kritisch reflektiert und weiterentwickelt. Es modelliert die Lehrkompetenz anhand der drei Dimensionen Fachregister, Mehrsprachigkeit und Didaktik, die in Subdimensionen und Facetten ausdifferenziert sind. Die Dimension Fachregister legt den Fokus auf die Funktion von Sprache beim Fachlernen. Für Fachlernen ist der systematische Ausbau der sprachlichen Fähigkeiten in fachlich-formelle Register, die sich an schriftkultureller Praxis orientierten, konstitutiv. Dabei ist zu berücksichtigen, dass dieser Sprachausbau den funktionalen Einbezug weiterer semiotischer Ressourcen impliziert. Die Dimension Mehrsprachigkeit fokussiert die unter mehrsprachigen Bedingungen ablaufenden Lernprozesse im Fachunterricht. Die von der Schule zu leistende Sprachentwicklung in fachlich-formelle Register des Deutschen ist Teil einer gesamtsprachlichen Entwicklung, die den Ausbau der Registerflexibilität aller Schüler*innen zum Ziel haben muss. Die Dimension Didaktik stellt die fachlich-funktionale Sprachbildung auf Basis einer formativen Diagnose dar. Die theoretischen Grundlagen liegen in einer soziokulturellen Theorie des Lernens mit den Konzepten der Zone der nächsten Entwicklung (ZPD), der Internalisierung und der Mediierung sowie in einer sozialen Theorie von Sprache mit ihrer funktionalen Metasprache und dem Fokus auf genre-spezifischer funktionaler Angemessenheit.

Dieser Beitrag stellt eine Lerngelegenheit vor, die die diagnostische Kompetenz zukünftiger Lehrkräfte aller Fächer im Sekundarstufenbereich auf der Grundlage von Lehrwerkstextanalysen fördern soll. Konkret werden gemäß des Makro-Scaffolding-Ansatzes (vgl. z.B. Beese et al., 2014; Gibbons, 2015) im Rahmen der Bedarfsanalyse Lehrwerksmaterialien in Bezug auf allgemeine Kriterien der Textqualität sowie im Hinblick auf sprachliche Herausforderungen auf der lexikalisch-semantischen, syntaktischen und textlinguistischen Ebene analysiert. Aufgrund ihrer Bedeutsamkeit in der schulischen Praxis als Medium des Lehrens und Lernens ist der reflektierte Umgang mit Lehrwerken und ein vertieftes Verständnis ihrer sprachlichen Herausforderungen ein wichtiger Aspekt der didaktischen Kompetenz zukünftiger Lehrkräfte. Die im Rahmen des Artikels vorgestellte Lerngelegenheit verfolgt das übergeordnete Ziel, auch Studierende mit geringen linguistischen Vorkenntnissen und in nur begrenzt zur Verfügung stehender Zeit an einen reflektierten Umgang mit Unterrichtsmaterialien (wie Lehrbuchtexte, Aufgabenstellungen etc.) heranzuführen. Die Verortung im DaZKom-Modell liegt daher im Bereich der Didaktik und fokussiert die didaktischen Entscheidungen und somit die Lehr-/Lernprozesse.

AbstractThe idea of phenomenon-based learning (PhBL) was introduced into the Finnish core curriculum for basic education in 2014. The Finnish approach has raised interest in many other countries. In Finland, the idea of PhBL is often linked to the traditions of educational psychology, constructivism, problem-based learning (PBL) and inquiry-based learning (IBL). However, philosophical approaches like phenomenology, existentialism, and the tradition of Bildung have also influenced Finnish school development. Drawing on this complexity of philosophical and scholarly developments, we argue that the inherent ideas of PhBL are neither new, nor is it surprising that they have re-appeared as PhBL in the Finnish context. With PhBL’s holistic approach, the focus on collaboration and reciprocal responsibility represents a promising practice for education in a world that is facing complex challenges. Still, despite its strong roots in several philosophical traditions, like in many other countries, Finnish educational policy development has been strongly influenced by the growing demands for measurability and accountability and increasingly struggling with atomisation of knowledge and skills. These specific national developments in Finland can raise awareness for similar challenges relevant in other contexts than the Finnish.

This study aims to contribute knowledge about teachers' reflections on their own practice in Folkbildning activities for older adults and is based on Nordic-German Didaktik theory and the three main Didaktik questions: why?, what? and how?. Semi-structured, qualitative interviews were conducted with teachers from different adult education associations. The study identified that the following purposes reflected by the teachers are connected with the why question: enjoyment, critical inquiry and resocialisation. Three principles of the what question are participants' interests, standards and plurality. Four principles relating to the how question are students' active participation, teachers' distinct guidance, individualisation and a permissive environment. The results further indicate that teachers expressed two approaches about their own teaching practice. The first approach emphasises the elements of Bildung, which involves critical thinking and questioning certain notions about the world, while the second focuses on socialisation and basic knowledge that is needed in society. [ABSTRACT FROM AUTHOR]

The article addresses the importance of learning space design for self-directed learning. It shows that trainers can convey messages through the design of learning spaces and thereby promote or prevent self-directed learning. Based on approaches from co-creative and relational transactional analysis, communication and encounters are placed at the center of teaching-learning processes. The article asks what attitude is expressed through the learning space design and how this can be aligned with an OK-OK position. It shows the role in learning processes of satisfying the basic needs of stimulus, structure and strokes plays, and how these can be integrated into the teaching-learning concept through the design of the learning space. [ABSTRACT FROM AUTHOR]

Certain foreign words have been translated from different languages into Turkish, and after these words have been used for a long time, they have been tried to be replaced by finding their equivalents in the mother tongue. In general, although the aim of the studies conducted in this field is to ensure the Turkishization of foreign terms and to help the problem of Turkish terms, in some cases, the word in question has continued to be used with its foreign language equivalent, and in some cases, no Turkish equivalent could be found for the word in question or its Turkish equivalent could not give the desired meaning and was not accepted. One of these words is the concept of "didactic". In order to clarify this concept and to clarify the existing confusion, this study will examine the concept of "didactic". In doing so, it is necessary to look at which terms in Turkish are included under the concept of didactics and at the same time to examine the definitions and information given under these terms in dictionaries or encyclopedias. The aim of this study is to compare six dictionaries and encyclopedias used in the general and educational fields in terms of certain characteristics of the concepts within the scope of the study, to examine the dimensions in which they deal with the concepts and to provide clarity in this sense. [ABSTRACT FROM AUTHOR]

Was meint ›Umsetzen von Bildungszielen‹ aus der Effizienzperspektive oder mit reformpädagogischer Inklination? Im Schulunterricht geht es im Kern darum, dass gesetzte Bildungsziele erreicht werden. Dazu sind existentielle Dispositionen und Fragen der Schüler_innen mit Bildungszielen und mit den Lernaktivitäten der Schüler_innen zu vereinbaren. US-amerikanische Modellierungen solch professionellen Könnens unterscheiden sich grundsätzlich von deutschsprachigen. Im Betrag wird dies anhand zweier historischer Persönlichkeiten näher ausgeführt: Am Reformpädagogen Martin Wagenschein (1896–1988) und am US-Amerikaner John F. Bobbitt (1876–1956), der das Pendant zur deutschen Schulpädagogik oder Allgemeinen Didaktik, die Curriculum Studies entscheidend mitgeprägt hat. [ABSTRACT FROM AUTHOR]

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Musik als Medium der individuellen Förderung im Unterricht jenseits des Faches Musik stellt bislang nicht nur ein Forschungs-, sondern auch ein Desiderat innerhalb der Lehrer*innenbildung dar. Ziel der in diesem Beitrag vorgestellten Seminarkonzeption ist es daher, Studierende zu befähigen, ausgehend vom Lehrplan des je eigenen Faches und unter Einbezug von theoretischen Begründungen, ein Unterrichtsmaterial zu einem selbst gewählten Unterrichtsthema anhand eines (populären) Liedes aus der Lebenswelt von Schüler*innen als Medium selbst zu entwickeln. Im Sinne der individuellen Förderung sollen die Materialien darüber hinaus differenziert angelegt sein und mit einem klaren Ziel verknüpft werden. In diesem hochschuldidaktischen Beitrag wird dargestellt, wie Studierende im Seminarverlauf entsprechende Wissensgrundlagen erwerben und der Arbeitsprozess individualisiert und kollaborativ gestaltet werden kann. Neben der Seminarkonzeption werden dazu auch ausgewählte hochschuldidaktische Materialien vorgestellt, die in Anlehnung an das Prinzip der doppelten Vermittlungspraxis ausgehend von Musik aus der Lebenswelt der Studierenden entwickelt wurden und Differenzierung ermöglichen.

Promoting media literacy among senior citizens is an important step in eliminating discrimination and unequal treatment. Libraries play an important role as places for knowledge transfer. There are already many counseling and training programs offered by organizations and volunteer initiatives that cater to the needs of older people. It is important to create educational offerings that meet the specific limitations of older individuals. Various aspects of course design and learning environments are mentioned as important for successful learning. The author emphasizes the importance of tailored offerings and the need to reduce discrimination and promote the participation of senior citizens in society. [Extracted from the article]

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Copyright of Zeitschrift für Religionswissenschaft is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The British Educational Research Association (BERA) has promulgated a concept of close‐to‐practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is—questions that need to be addressed for any research aiming to understand and improve educational practice. Informed by Robin Alexander's conception of pedagogy, continental Pädagogik and Didaktik and Anglo‐American sources, this paper advances an alternative, different way of thinking about close‐to‐practice research and education as a discipline. It makes a case for education as a distinctive discipline directed towards the understanding and development of practice for the advancement of education. This discipline necessitates an educational and Didaktik way of thinking and theorising, centred on the questions of what education is for, what educational practice is and how practice is supported and developed. This way of thinking and theorising calls for three interrelated lines of research that are significant and matter to practice, particularly within the current context of the National Curriculum in England. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)