Advanced

Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark

Wihlborg, Monne LU and Avery, Helen LU (2013) In Journal of Learning Development in Higher Education p.1-20
Abstract
While higher education is expected to prepare students so they can reflect and act in relation with a changing world, many structural forces instead favour procedural learning. There are fundamental contradictions between the aim of independent thinking and using standardised assessment, as well as between reasoning/speaking as an emancipatory force, and teaching as explanation. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is how we determine

who can become a speaker. What are the terms for negotiating meaning? In this article, ways in which university teachers interpret Bildung are investigated through qualitative interviews. Three teachers were asked how they... (More)
While higher education is expected to prepare students so they can reflect and act in relation with a changing world, many structural forces instead favour procedural learning. There are fundamental contradictions between the aim of independent thinking and using standardised assessment, as well as between reasoning/speaking as an emancipatory force, and teaching as explanation. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is how we determine

who can become a speaker. What are the terms for negotiating meaning? In this article, ways in which university teachers interpret Bildung are investigated through qualitative interviews. Three teachers were asked how they implement their aims in practice. The three cases are presented as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers’ perceptions of student learning and other outcomes of a Bildung approach are discussed. In particular, the article stresses the importance of a space for negotiation and giving students the opportunity to become speakers. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
speaker, teaching and learning practice, holistic, reflection, Bildung, higher education, negotiation.
categories
Higher Education
in
Journal of Learning Development in Higher Education
issue
5
pages
1 - 20
publisher
JLDHE is published by the Association for Learning Development in Higher Education (ALDinHE).
ISSN
1759-667X
language
English
LU publication?
yes
id
1bc3638b-3a92-4b04-a160-a52598e202b4 (old id 2462764)
alternative location
https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/152
date added to LUP
2013-03-25 11:38:42
date last changed
2019-07-23 11:43:32
@article{1bc3638b-3a92-4b04-a160-a52598e202b4,
  abstract     = {While higher education is expected to prepare students so they can reflect and act in relation with a changing world, many structural forces instead favour procedural learning. There are fundamental contradictions between the aim of independent thinking and using standardised assessment, as well as between reasoning/speaking as an emancipatory force, and teaching as explanation. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is how we determine<br/><br>
who can become a speaker. What are the terms for negotiating meaning? In this article, ways in which university teachers interpret Bildung are investigated through qualitative interviews. Three teachers were asked how they implement their aims in practice. The three cases are presented as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers’ perceptions of student learning and other outcomes of a Bildung approach are discussed. In particular, the article stresses the importance of a space for negotiation and giving students the opportunity to become speakers.},
  author       = {Wihlborg, Monne and Avery, Helen},
  issn         = {1759-667X},
  keyword      = {speaker,teaching and learning practice,holistic,reflection,Bildung,higher education,negotiation.},
  language     = {eng},
  number       = {5},
  pages        = {1--20},
  publisher    = {JLDHE is published by the Association for Learning Development in Higher Education (ALDinHE).},
  series       = {Journal of Learning Development in Higher Education},
  title        = {Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark},
  year         = {2013},
}