Non-Affirmative Theory of Education and Bildung.

• Superior document: Educational Governance Research Series ; v.20
• Author: Uljens, Michael.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2023.; ©2023.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Series: Educational Governance Research Series
• Physical Description: 1 online resource (378 pages)

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.