Non-affirmative Theory of Education and Bildung / edited by Michael Uljens.
Interpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered view of education, discerning thought on knowledge and value...
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| Superior document: | Educational Governance Research, 20 |
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| Place / Publishing House: | Cham : : Springer International Publishing :, Imprint: Springer,, 2023. |
| Year of Publication: | 2023 |
| Edition: | 1st ed. 2023. |
| Language: | English |
| Series: | Educational Governance Research,
20 |
| Physical Description: | 1 online resource (378 pages) |
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Table of Contents:
- Part I. Introduction
- Chapter 1. Non-affirmative theory of education and Bildung – problems, positionings and possibilities (Michael Uljens)
- Chapter 2. On affirmativity and non-affirmativity in the context of theories of education and ‘Bildung’ (Dietrich Benner)
- 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 21st century (Thomas Rucker)
- Chapter 4. Herbart’s educative teaching in times of Big Data-based measurement and assessment (Ling Lin)
- Chapter 5. ‘Bildung’-Centered Non-Affirmative School Didactics (Michael Uljens)
- Part III. Non-affirmative education and related theoretical positions
- Chapter 6. Dewey, existential uncertainty, and non-affirmative democratic education (Andrea R. English)
- Chapter 7. Revisiting forgotten relationships between justice and education - Non-Affirmative Education as complementing distributive justice (Juan José Sosa Alonso)
- Chapter 8. Between doxa and transformational Bildung – A phenomenological and social-theoretical rehabilitation of the formation of opinions with Egon Schütz and Pierre Bourdieu (Johannes Türstig)
- Chapter 9. Hermeneutics in non-affirmative theory of education (Mari Mielityinen-Pachmann)
- Part IV. Non-affirmative education and empirical research
- Chapter 10. Pedagogical experimentalism and the principle of verification. A quest for non-affirmative educational research (Hanno Su and Johannes Bellmann)
- Chapter 11. Non-affirmative theory of education and cultural-historical activity theory — Where do they meet? (Alex Mäkiharju)
- Chapter 12. Understanding municipal education leaders in the tension between politics, professionals and parents (Ann-Sofie Smeds-Nylund)
- Part V. Non-affirmative education perspectives on governance and policy
- Chapter 13. Operating in an outcomes-based and a democratic Bildung discourse (Lejf Moos)
- Chapter 14. On the normativity of data-driven curriculum policy-making: a discursive and non-affirmative approach (Andreas Nordin)
- Chapter 15. Bildung and 21th century competences: in need of mutual recognition? (Armend Tahirslay)
- Chapter 16. From ‘didactics’ to ‘curriculum-and-didactics’ and beyond: A non-affirmative approach to the analysis of policy changes of didactics in mainland China (Bangpin Ding)
- Part VI. Concluding reflections and openings
- Chapter 17. Non-affirmative education theory as a language for a global discourse on education (Michael Uljens).