Non Affirmative Theory Of Education And Bildung

Author : Michael Uljens
Publisher : Springer Nature
Page : 378 pages
File Size : 43,6 Mb
Release : 2023-07-14
Category : Education
ISBN : 9783031305511

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Non-affirmative Theory of Education and Bildung by Michael Uljens Pdf

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 values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how ‘educative teaching’ aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and ‘Bildung’ provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies. Chapter “On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung” is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

Author : Michael Uljens,Rose M. Ylimaki
Publisher : Springer
Page : 474 pages
File Size : 48,5 Mb
Release : 2017-10-04
Category : Education
ISBN : 9783319586502

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Bridging Educational Leadership, Curriculum Theory and Didaktik by Michael Uljens,Rose M. Ylimaki Pdf

This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.

Author : Janne Elo
Publisher : Springer Nature
Page : 207 pages
File Size : 40,6 Mb
Release : 2024-05-12
Category : Electronic
ISBN : 9783031551161

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Multilevel Pedagogical Leadership in Higher Education by Janne Elo Pdf

Author : Michael Uljens
Publisher : Psychology Press
Page : 304 pages
File Size : 41,8 Mb
Release : 2004-08-02
Category : Education
ISBN : 9781135481193

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School Didactics And Learning by Michael Uljens Pdf

In this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American research on teaching (instructional research) and cognitivist theory. School didactics is defined as a field of research within general education. This field is limited to research and theory aiming at understanding the pedagogical practice which takes place in institutionalized educational settings guided by a curriculum collectively agreed upon. As the theory is designed to be valid for institutionalized education framed by a politically accepted curriculum, it is a culturally seen regional theory of education, not a universal one. According to this school theory the fundamental features of an institutionalized pedagogical process consist in the intentional, interactional, teaching-studying-learning process that is culturally and historically developed and situated. However, the present model does not explicitly formulate goals nor the means of educational practice. Rather, the model emphasizes the teacher and student as reflective and intentional subjects where the teacher is acting as the representative of the collective but also as the learners' advocate. Because of this the theory presented is not a normative or prescriptive theory, instead it is a reflective theory.

Author : Raisa Ahtiainen,Eija Hanhimäki,Jaana Leinonen,Mika Risku,Ann-Sofie Smeds-Nylund
Publisher : Springer Nature
Page : 387 pages
File Size : 47,5 Mb
Release : 2023-10-06
Category : Education
ISBN : 9783031376047

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Leadership in Educational Contexts in Finland by Raisa Ahtiainen,Eija Hanhimäki,Jaana Leinonen,Mika Risku,Ann-Sofie Smeds-Nylund Pdf

This open access book provides a comprehensive overview and in-depth coverage of contemporary aspects of leadership in the field of education in Finland. It brings together Finnish scholars to critically explore and discuss leadership in education in the context of the Finnish education system and in relation to international discourses around the topic. It discusses the phenomenon of leadership in educational contexts through several novel empirical and theoretical research designs. It includes themes such as distributed leadership and collaborative governance, changing aspects in the leadership profession, and contradictions in everyday organizational practices and realities. The work also combines conceptual discussions in educational and pedagogical leadership to analyze and to clarify the theoretical and conceptual multidimensionality and ambiguities.

Author : Naomi Hodgson,Joris Vlieghe,Piotr Zamojski
Publisher : punctum books
Page : 112 pages
File Size : 54,7 Mb
Release : 2018-01-09
Category : Education
ISBN : 9781947447387

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Manifesto for a Post-Critical Pedagogy by Naomi Hodgson,Joris Vlieghe,Piotr Zamojski Pdf

The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is "educational" about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices that do exist today and that we wish to defend. The Manifesto also acts as a provocation, as the starting point of a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world. Manifesto for a Post-Critical Pedagogy invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future.

Author : Gert J.J. Biesta,Denise Egéa-Kuehne
Publisher : Routledge
Page : 264 pages
File Size : 46,9 Mb
Release : 2005-06-29
Category : Education
ISBN : 9781134601769

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Derrida & Education by Gert J.J. Biesta,Denise Egéa-Kuehne Pdf

Bringing together the work of international experts in the field, and two interviews with Derrida himself, this book provides a key to the reflections that Derrida's work has prompted on all aspects of educational studies. The contributors address fundamental educational issues from a Derridian perspective to demonstrate the relevance of his work in contemporary, multicultural societies.

Author : Philip Woods
Publisher : Paul Chapman Educational Publishing
Page : 196 pages
File Size : 48,9 Mb
Release : 2005-10-03
Category : Business & Economics
ISBN : 1412902916

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Democratic Leadership in Education by Philip Woods Pdf

`This is an important book for anyone who is serious about introducing or sustaining democratic leadership in schools. Busy practitioners will get much from it by going straight to the chapters about how democratic leadership could be made to work`- Kate Myers, Times Educational Supplement `I found this an interesting and stimulating book. The book's ideas are a useful counterpoint to some of the daft notions of macho leadership and management being peddled in education and indeed the public sector more widely. Woods' book has the merits that, though radical, it seeks to base its recommendations in the real world and to argue that there are possibilities for change that can bring about real improvements in everyone's experience and outcomes. Matching the rhetoric of democracy with reality - or at least making them closer - might also improve the quality of our political process, and hence increase interest and reduce cynicism about politics, something which surely should be welcomed. Woods' agenda is significant and his book certainly worth reading' - ESCalate `Philip Woods productively refocuses our attention, not on heroes and visions but on how we understand and practise within educational institutions in ways that are social and relational. He provides a realistic and yet challenging analysis of democratic leadership in ways that speak to practitioners, policy makers and researchers. We deal everyday with issues of social justice, and Philip Woods shows us how we might think differently about it, and so work for a better system of learning and schooling' - Professor Helen Gunter, School of Education, University of Manchester 'Not another bunny, but a welcome academic fox' - Kevin Avison, Steiner Waldorf Schools' Fellowship 'The theory and practice of democracy and democratic leadership have implications for how we understand what ought to be counted as `improving schools' In this book the author focuses on the idea of democratic leadership. He examines what is meant by democratic leadership, and what forms it can take, and shows how it is relevant to school education and learning. The author shows how the ideals and theories of democratic leadership can translate into practice, and sets out some of the challenges that democratic leadership poses in the context of contemporary education . This book challenges many of the assumptions inherent in educational policy and conventional approaches to leadership. It is about understanding and exploring both the idea of democratic leadership and its practical relevance through examples drawn from practice and research. This book is for practitioners and students on professional development and academic courses. It will be essential reading for all policy-makers, academics and others (such as inspectors) who critically examine leadership and management of educational institutions. 'Every now and then a book is written in the field of leadership that stands out, says something different, is coherent, original and makes us really ponder and think. This is such a book - it will provoke policy-makers, academics, experienced practitioners and advanced students' - Camridge Journal & Education

Author : Heinz Sünker
Publisher : BRILL
Page : 141 pages
File Size : 46,5 Mb
Release : 2006-01-01
Category : Education
ISBN : 9789087900953

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Politics, Bildung and Social Justice by Heinz Sünker Pdf

When the future of mankind is at stake the question of Bildung has to be brought to the fore. Because Bildung, a term which has no equivalent in English is dealing with the foundations of emancipation and liberation in both meanings an individual and a societal one.

Author : Lars Emmerik Damgaard Knudsen,Merete Wiberg,Karen Bjerg Petersen,Lisbeth Haastrup
Publisher : Taylor & Francis
Page : 231 pages
File Size : 40,9 Mb
Release : 2024-02-13
Category : Education
ISBN : 9781003852070

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Teacher Ethics and Teaching Quality in Scandinavian Schools by Lars Emmerik Damgaard Knudsen,Merete Wiberg,Karen Bjerg Petersen,Lisbeth Haastrup Pdf

This edited volume explores the idea that educational success in Scandinavian countries can be attributed to the inherent connectedness of teacher ethics and teaching quality, providing inspiration to teachers and school systems outside Scandinavia. Acknowledging that Scandinavian school systems are known for mirroring the welfare systems and democratic societies with respect for both institutions and individuals, this book explores new educational demands, possibilities, and research developments taking place in Scandinavian countries such as Denmark, Norway, and Sweden that place the education system, and teachers’ professional development and identities, under pressure. Chapters address teacher ethics and quality in relation to topics such as the dialogical teacher, democratic teaching, parental collaboration, and the ethics of classroom management to inform non-Scandinavian, international school systems and teacher education initiatives. Discussing current developments in the Scandinavian school systems and the emerging educational ideas and practices within them, this book will appeal to scholars, researchers, and postgraduate students studying teachers and teacher education, moral and values education, and teacher identities more broadly. It will also be useful to policymakers and teacher educators involved with teachers’ professional development more broadly.

Author : Ference Marton,Amy B.M. Tsui,Pakey P.M. Chik,Po Yuk Ko,Mun Ling Lo
Publisher : Routledge
Page : 256 pages
File Size : 42,6 Mb
Release : 2004-05-20
Category : Education
ISBN : 9781135642334

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Classroom Discourse and the Space of Learning by Ference Marton,Amy B.M. Tsui,Pakey P.M. Chik,Po Yuk Ko,Mun Ling Lo Pdf

Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning--it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to demonstrate how the space of learning is linguistically constituted in the classroom. Classroom Discourse and the Space of Learning: *makes the case that an understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating "classroom discourse" and that finding out what the conditions are for successful learning and bringing them about should be the teacher's primary professional task. Thus, it is fundamentally important for teachers and student teachers to be given opportunities to observe different teachers teaching the same thing, and to analyze and reflect on whether the classroom discourse in which they are engaged maximizes or minimizes the conditions for learning; *is both more culturally situated and more generalizable than many other studies of learning in schools. Each case of classroom teaching clearly demonstrates how the specific language, culture, and pedagogy molds what is happening in the classroom, yet at the same time it is possible to generalize from these culturally specific examples the necessary conditions that must be met for the development of any specific capability regardless of where the learning is taking place and what other conditions might be present; and *encompasses both theory and practice--providing a detailed explication of the theory of learning underlying the analyses of classroom teaching reported, along with close analyses of a number of authentic cases of classroom teaching driven by classroom discourse data which have practical relevance for teachers. Intended for researchers and graduate students in education, teacher educators, and student teachers, Classroom Discourse and the Space of Learning is practice- and content-oriented, theoretical, qualitative, empirical, and focused on language, and links teaching and learning in significant new ways.

Author : Olga Bernad-Cavero,Núria Llevot-Calvet
Publisher : BoD – Books on Demand
Page : 318 pages
File Size : 46,6 Mb
Release : 2018-07-04
Category : Education
ISBN : 9781789233803

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New Pedagogical Challenges in the 21st Century by Olga Bernad-Cavero,Núria Llevot-Calvet Pdf

The societies of the twenty-first century are subject to social, cultural, political, and economic changes. In this context, the school is asked to educate the future citizens in the present. To respond to this kaleidoscopic reality, the school is immersed in a pedagogical revolution. In this book, the reader will find a selection of avant-garde research works from different disciplines and contexts, which have their epicenter in the school and in the faculties of education. New issues in pedagogy and education, and new roles of teachers and students, are discussed in a global and diverse context. And new methodological and formative proposals are also proposed to build the ideal school and the ideal teacher, from the initial and continuous teacher training.

Author : Annika Wilmers,Sieglinde Jornitz
Publisher : Verlag Barbara Budrich
Page : 390 pages
File Size : 43,9 Mb
Release : 2021-02-15
Category : Education
ISBN : 9783847416609

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International Perspectives on School Settings, Education Policy and Digital Strategies by Annika Wilmers,Sieglinde Jornitz Pdf

An exchange on education ideas has shaped the transatlantic discourse in education for a long time. Over the past two decades education science has increasingly become networked internationally. Since 2015, the Office for International Cooperation in Education at DIPF | Leibniz Institute for Research and Information in Education has organized international sessions on education research at the Annual Meetings of the American Educational Research Association, thus providing a floor for transatlantic exchange on current research topics. The volume gives an overview of the transatlantic activities in education research with regard to these sessions representing a collection of topics ranging from school development over the use of large scale assessment and digital data in education to questions related to migration and public education or the economization of education. At the same time the volume offers a reflection on the assets and obstacles of international exchange.

Author : Michael Uljens,Rose M. Ylimaki
Publisher : Unknown
Page : 474 pages
File Size : 47,6 Mb
Release : 2017
Category : Education
ISBN : OCLC:1327754413

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Briding Educational Leadership, Curriculum Theory and Didaktik by Michael Uljens,Rose M. Ylimaki Pdf

Annotation This book is open access under a CC BY 4.0 license.This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.

Author : Ulf Blossing,Gunn Imsen,Lejf Moos
Publisher : Springer Science & Business Media
Page : 244 pages
File Size : 50,7 Mb
Release : 2013-10-21
Category : Education
ISBN : 9789400771253

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The Nordic Education Model by Ulf Blossing,Gunn Imsen,Lejf Moos Pdf

This book presents a detailed analysis of the educational model in Nordic European countries. It describes the traditional idea of education for all, which can be characterized by the right for every child to have an education of equal quality in a common school for all pupils regardless of social class, abilities, gender, or ethnicity. Against this background, The Nordic Education Model traces the rise of neo-liberal policies that have been enacted by those who believe the School for All ideology does not produce the knowledge and skills that students need to succeed in an increasingly competitive and global marketplace. It examines the conflict between these two ideas and shows how neo-liberal technologies affect the Nordic model in different ways. The authors also show how social technologies are being interpreted in different ways in actual school practices. This process of translating national regulations into internal sense builds on the values in the culture to which they are introduced. In the end, this book reveals that a Nordic model can constitute a delicate balance between traditional values, institutionalized practices, and contemporary, neo-liberal forms of governance and policies. It may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society.