Hillen / Aprea Instrumentalism in Education - Where is Bildung left?

1. Auflage 2015
ISBN: 978-3-8309-8054-4
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 160 Seiten

This anthology aims to make visible those processes, conditions, and impacts on and in European educational institutions (k-HigherEd-VET) which are nowadays influenced by the phenomena of accountability, new public management, outcome-based learning, and educational policies which themselves obviously absorb or even perpetuate these phenomena. Are these phenomena evidence of an increasing instrumentalist view in education? The tendencies mentioned above do not just have an impact on learning processes and results but also on the way in which Bildung and Education are understood and realised in formal learning situations. It is striking that - independent of the original standpoints in a multifaceted European educational landscape with its variety of educational systems - these influences can be recognised as much more than marginal. Rather, they impact upon all educational institutions from kindergarten, preschool, and comprehensive school to higher education, vocational training, special education, and further education. Researchers from different European countries reflect on these perceived 'instrumentalist' tendencies from their own national educational platforms, educational backgrounds in theoretical and empirical research, and educational practice: that is, on a macro-, meso-, and microlevel.

Autoren/Hrsg.

Hillen, Stefanie

Aprea, Carmela

Inhaltsverzeichnis

1;Book Cover;1
1.1;Contents;5
1.2;Preface;7
2;Instrumentalism in Education – Is there Bildung left? What kind of educational spaces can one find in today’s institutionalised educational situations? An initial rapprochement to the volume’s theme (Stefanie Hillen & Carmela Aprea);9
3;Kindergartens – schools without recess – the consequences of an instrumentalist notion of play (Dag Nome);15
3.1;Introduction;15
3.2;Kindergartens – a new operator in the educational field;16
3.3;Management by objectives in kindergarten;17
3.4;The didactic distinction between matter and meaning;18
3.5;Play as an instrument for learning;19
3.6;The flow of play;21
3.7;Kindergartens – schools without recess?;22
3.8;Outlook;24
3.9;References;25
4;Bildung – At risk in school organisations? (Jorunn H. Midtsundstad);29
4.1;Introduction;29
4.2;Research question and rationale;30
4.3;Theory;31
4.4;Description of the projects and methodological considerations;33
4.5;Findings;35
4.6;Discussion;38
4.7;Concluding remarks;39
4.8;References;39
5;Freedom of speech in the classroom (Ilmi Willbergh);43
5.1;Introduction;43
5.2;Methodology;44
5.3;Findings;47
5.3.1;Textual level: vocabulary on subject matter;47
5.3.2;Textual level: questioning;48
5.3.3;Discursive level: speech acts;49
5.3.4;Social level: values and meanings in schools;50
5.3.5;Discussion;52
5.3.6;References;54
6;Teachers’ discourses about the Norwegian national tests (Turid Skarre Aasebø);59
6.1;1. Introduction;59
6.2;2. National test system and the teachers;60
6.3;3. Research method;61
6.4;4. A professional discourse emphasising teachers’ autonomy;63
6.5;5. Improvement of teaching and learning;64
6.6;6. External pressure and internal discourses;67
6.7;7. Concluding remarks;69
6.8;References;70
7;Why do students ask: how much do I need to read to pass the exam? – A conceptual discussion and an empirical inquiry on trends of instrumentalism in study programmes experienced by today’s students (Stefanie Hillen);73
7.1;Introduction – Higher Education sector has been touched by the accountability trend;73
7.2;International trends in education and refl ective teaching and learning;74
7.3;Instrumentalism: an overview;75
7.4;Quality Reform in Norway and the concept of outcome-based learning;76
7.5;Results of the Norwegian Quality Reform: a summary;79
7.6;Case study;80
7.7;Is Bildung jeopardised by instrumentalised education? Further discussions and outlook;83
7.8;Acknowledgements;85
7.9;References;85
8;Exploring the possibilities for a bildungs-oriented conceptualisation of financial literacy education (Carmela Aprea, Eveline Wuttke & Michaela Stock);89
8.1;1. Introduction;89
8.2;2. Existing conceptualisations of fi nancial literacy;91
8.2.1;2.1 Financial literacy as personal financial management education;91
8.2.2;2.2 Financial literacy as critical consumer education;93
8.2.3;2.3 Financial literacy as part of economic or socio-economic education;94
8.3;3. Further points of reference for sustaining a bildungs-oriented conceptualisation of financial literacy and financial education;96
8.3.1;3.1 Wolfgang Klafki’s concept of Allgemeinbildung: concentration on epochal typical key problems;96
8.3.2;3.2 Impulses from Bildungsgang theory: developmental tasks and constructions of meaning;97
8.3.3;3.3 Instructional approaches to situated learning: guided participation to social practices and authentic learning environments;98
8.4;4. Exemplary strategic principles for a bildungs-oriented conceptualisation of financial literacy education;99
8.5;5. Conclusions;101
8.6;References;102
9;Instrumental Comparativism in vocational education: Policy borrowing instead of systemic development (Volker Bank);105
9.1;1. Policy borrowing as a type of instrumentalism;105
9.2;2. The Danish prototype and its counterpart in Schleswig-Holstein;107
9.3;3. A case of policy borrowing – or just a failure?;111
9.4;4. A policy of systemic perturbation instead of a policy of instrumental borrowing;114
9.5;References;115
9.6;Juridical Sources;116
10;Educational challenges in the shadow of instrumentalism (Aslaug Kristiansen);117
10.1;1. Instrumental rational thinking;117
10.2;2. Some characteristics of the current educational situation in Norway;118
10.3;3. Bildung – a brief sketch;119
10.4;4. Critique of Bildung;122
10.5;5. Beyond Bildung?;125
10.6;6. Martin Buber’s constitution of the educational relationship;126
10.7;7. Discussion: The need to a broad approach to the fi eld of education;127
10.8;8. Towards the end – a conclusion;128
10.9;References;129
11;Instrumentalism – Where is Bildung left? A reflective discussion on the contributions (Bernadette Hörmann);131
12;Instrumentalism – Where is Bildung left? – A view from the side lines of a debate (Rocco M. Postiglione);139
12.1;The domination of technology and Bildung: instrumentalism triumphant?;139
12.2;Instrumentalism: Dewey and Keynes;141
12.3;Technique and testing: Instrumentalism in school and the concept of limit;141
12.4;The Gilded age and the reasons for testing;143
12.5;Equality of opportunity as equality of capabilities: Mastery learning;144
12.6;The testing and the ethical basis of Mastery learning;146
12.7;The admirable Norwegians and testing: what is the problem?;147
12.8;Formative Evaluation;148
12.9;A missed but needed thematisation: Ethics and religion (for a new instrumentalism vs. Bildung seminar);150
12.10;Bildung and pa.de.a24 (paidèia): Education and the image of the.....p.. (ànthropos);152
12.11;References;154
13;About the authors;157