Zugriffsrechte erwerben. Einloggen

Instrumentalism in Education – Where is Bildung left?

Diese Publikation zitieren

Stefanie Hillen(Hg.), Carmela Aprea(Hg.), Instrumentalism in Education – Where is Bildung left? (2015), Waxmann Verlag, 48159 Münster, ISBN: 9783830980544

Getrackt seit 05/2018

73
Downloads

Beschreibung / Abstract

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.

Beschreibung

This anthology aims to make visible those processes, conditions, and impacts on and in European educational institutions 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? Researchers from different European countries each reflect on 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.

Inhaltsverzeichnis

  • Book Cover
  • Contents
  • Preface
  • 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)
  • Kindergartens – schools without recess – the consequences of an instrumentalist notion of play (Dag Nome)
  • Introduction
  • Kindergartens – a new operator in the educational field
  • Management by objectives in kindergarten
  • The didactic distinction between matter and meaning
  • Play as an instrument for learning
  • The flow of play
  • Kindergartens – schools without recess?
  • Outlook
  • References
  • Bildung – At risk in school organisations? (Jorunn H. Midtsundstad)
  • Introduction
  • Research question and rationale
  • Theory
  • Description of the projects and methodological considerations
  • Findings
  • Discussion
  • Concluding remarks
  • References
  • Freedom of speech in the classroom (Ilmi Willbergh)
  • Introduction
  • Methodology
  • Findings
  • Teachers’ discourses about the Norwegian national tests (Turid Skarre Aasebø)
  • 1. Introduction
  • 2. National test system and the teachers
  • 3. Research method
  • 4. A professional discourse emphasising teachers’ autonomy
  • 5. Improvement of teaching and learning
  • 6. External pressure and internal discourses
  • 7. Concluding remarks
  • References
  • 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)
  • Introduction – Higher Education sector has been touched by the accountability trend
  • International trends in education and refl ective teaching and learning
  • Instrumentalism: an overview
  • Quality Reform in Norway and the concept of outcome-based learning
  • Results of the Norwegian Quality Reform: a summary
  • Case study
  • Is Bildung jeopardised by instrumentalised education? Further discussions and outlook
  • Acknowledgements
  • References
  • Exploring the possibilities for a bildungs-oriented conceptualisation of financial literacy education (Carmela Aprea, Eveline Wuttke & Michaela Stock)
  • 1. Introduction
  • 2. Existing conceptualisations of fi nancial literacy
  • 3. Further points of reference for sustaining a bildungs-oriented conceptualisation of financial literacy and financial education
  • 4. Exemplary strategic principles for a bildungs-oriented conceptualisation of financial literacy education
  • 5. Conclusions
  • References
  • Instrumental Comparativism in vocational education: Policy borrowing instead of systemic development (Volker Bank)
  • 1. Policy borrowing as a type of instrumentalism
  • 2. The Danish prototype and its counterpart in Schleswig-Holstein
  • 3. A case of policy borrowing – or just a failure?
  • 4. A policy of systemic perturbation instead of a policy of instrumental borrowing
  • References
  • Juridical Sources
  • Educational challenges in the shadow of instrumentalism (Aslaug Kristiansen)
  • 1. Instrumental rational thinking
  • 2. Some characteristics of the current educational situation in Norway
  • 3. Bildung – a brief sketch
  • 4. Critique of Bildung
  • 5. Beyond Bildung?
  • 6. Martin Buber’s constitution of the educational relationship
  • 7. Discussion: The need to a broad approach to the fi eld of education
  • 8. Towards the end – a conclusion
  • References
  • Instrumentalism – Where is Bildung left? A reflective discussion on the contributions (Bernadette Hörmann)
  • Instrumentalism – Where is Bildung left? – A view from the side lines of a debate (Rocco M. Postiglione)
  • The domination of technology and Bildung: instrumentalism triumphant?
  • Instrumentalism: Dewey and Keynes
  • Technique and testing: Instrumentalism in school and the concept of limit
  • The Gilded age and the reasons for testing
  • Equality of opportunity as equality of capabilities: Mastery learning
  • The testing and the ethical basis of Mastery learning
  • The admirable Norwegians and testing: what is the problem?
  • Formative Evaluation
  • A missed but needed thematisation: Ethics and religion (for a new instrumentalism vs. Bildung seminar)
  • Bildung and παιδεία24 (paidèia): Education and the image of theάνθρωπος (ànthropos)
  • References
  • About the authors

Ähnliche Titel