Outline of a taxonomy for general Bildung: Deep learning in the anglophone tradition of curriculum studies and the Didaktik of north-west Europe

Ellen Krogh, Ane Qvortrup, Stefan Ting Graf

Research output: Chapter in Book/Report/Conference proceedingContribution to book/anthologyResearchpeer-review

Abstract

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book aims to continue and update an international and intercultural scholarly dialogue that was started in the 1990s. It discusses the potential of Bildung-oriented Didaktik in the version developed by Wolfgang Klafki. The book argues that to prepare teachers and students for the challenges of the twenty-first century, the content specificity of didactics needs strengthening and the notion of education as Bildung needs extending and redefining on both a personal and a functional level. It introduces school didactics as a delineation of disciplinary didactics that takes the specific school context for teaching and learning into account. The book examines the hypothesis that the traditional core narrative of Didaktik in Norwegian teacher education has been replaced by an OECD narrative of learning sciences.
Original languageEnglish
Title of host publicationDidaktik and Curriculum in Ongoing Dialogue
Number of pages20
PublisherRoutledge
Publication date26 Apr 2021
Edition1st ed.
Chapter4
ISBN (Print)9780367568085
ISBN (Electronic)9781003099390
DOIs
Publication statusPublished - 26 Apr 2021

Keywords

  • learning, educational science and teaching
  • education, professions and jobs

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