Bildung, Knowledge, and Global Challenges in Education

Didaktik and Curriculum in the Anthropocene Era
1. Auflage 2024
ISBN: 978-1-032-24583-6
Verlag: Routledge

Buch, Englisch, 224 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 351 g

This book offers a critical and reflective discussion of contemporary challenges for education relating to sustainability and post-factual truths in light of the concepts of knowledge and Bildung.

The book uses the concepts of knowledge and Bildung as keys to grasp what education is, and how the different educational traditions can complement a better understanding of challenges to education. Knowledge is taken as the core of the Anglo-American and French educational traditions, and Bildung is key for German and Nordic Didaktik traditions. The book presents comparative analytical work from international scholars who discuss Bildung aims in the light of sustainability, and knowledge in light of the ‘post-factual’ era.

Building on the 2021 book Didaktik and Curriculum in Ongoing Dialogue, the book will be highly relevant for researchers, scholars and postgraduate students in the fields of educational theory, pedagogy, curriculum studies and comparative education.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Krogh, Ellen

Qvortrup, Ane

Graf, Stefan Ting

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Introduction: Bildung, knowledge, and global challenges in education. Part I Bildung in light of sustainability, 1. Education and Bildung in the Anthropocene: Responding to COVID-19, 2. Bildung faces globalisation: theoretical reflections, empirical findings, and conceptual considerations for didactics, 3. Teaching for the Anthropocene: Bildung-oriented education for sustainable development in a subject-specific curriculum, 4. Bildung, diversity, and spaces in didactic practice, Part II Knowledge in light of post-factual truths, 5. Public schooling in a ‘post-factual’ society: a call for historically nuanced discussions, 6. Deliberative educational traditions and the post-truth society, 7. (Re-)arranging school knowledge for Bildung, or: school and curriculum against post-factualism, 8. Utterance theory and the validation of disciplinary knowledge in a ‘post-truth’ era, Part III The question of normativity, 9. The question of normativity: examining educational theories to advance deliberation on challenges of introducing societal problems into education

Über Autor(innen)

Ellen Krogh is Emerita Professor in the Department for the Study of Culture, University of Southern Denmark.

Ane Qvortrup is Professor in the Department for the Study of Culture, University of Southern Denmark.

Stefan Ting Graf is Associate Professor and Head of the research program in general didactics and pedagogy at UCL University College Denmark.