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Umfang: 1 Online-Ressource (xiv, 377 Seiten) : , Illustrationen.

ISBN: 978-3-031-30551-1

Serie: Educational governance research volume 20

Anmerkung: Open Access

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-30550-4

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-30553-5

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Schlagwort(e): Bildungstheorie ; Schulverwaltung ; Aufsatzsammlung

DOI: 10.1007/978-3-031-30551-1

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Umfang: 1 Online-Ressource (xiv, 377 Seiten) : , Illustrationen.

ISBN: 978-3-031-30551-1

Serie: Educational governance research volume 20

Anmerkung: Open Access

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-30550-4

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-30553-5

Sprache: Englisch

Schlagwort(e): Bildungstheorie ; Schulverwaltung ; Aufsatzsammlung

DOI: 10.1007/978-3-031-30551-1

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: 1 Online-Ressource (xiv, 377 Seiten) : , Illustrationen.

ISBN: 978-3-031-30551-1

Serie: Educational governance research volume 20

Anmerkung: Open Access

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-30550-4

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-30553-5

Sprache: Englisch

Schlagwort(e): Bildungstheorie ; Schulverwaltung ; Aufsatzsammlung

DOI: 10.1007/978-3-031-30551-1

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: 1 Online-Ressource (xiv, 377 Seiten) , Illustrationen

ISBN: 9783031305511

Serie: Educational governance research volume 20

Anmerkung: Open Access

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-30550-4

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-30553-5

Sprache: Englisch

Schlagwort(e): Bildungstheorie ; Schulverwaltung ; Aufsatzsammlung

DOI: 10.1007/978-3-031-30551-1

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: 1 online resource (378 pages)

Ausgabe: 1st ed. 2023.

ISBN: 3-031-30551-5

Serie: Educational Governance Research, 20

Inhalt: Interpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how ‘educative teaching’ aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and ‘Bildung’ provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies. Chapter “On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung” is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

Anmerkung: Part I. Introduction -- Chapter 1. Non-affirmative theory of education and Bildung – problems, positionings and possibilities (Michael Uljens) -- Chapter 2. On affirmativity and non-affirmativity in the context of theories of education and ‘Bildung’ (Dietrich Benner) -- Part II. Non-affirmative interpretations of Didaktik -- Chapter 3. Knowledge, values and subject-ness - Educative teaching as a regulative idea of school development in the 21st century (Thomas Rucker) -- Chapter 4. Herbart’s educative teaching in times of Big Data-based measurement and assessment (Ling Lin) -- Chapter 5. ‘Bildung’-Centered Non-Affirmative School Didactics (Michael Uljens) -- Part III. Non-affirmative education and related theoretical positions -- Chapter 6. Dewey, existential uncertainty, and non-affirmative democratic education (Andrea R. English) -- Chapter 7. Revisiting forgotten relationships between justice and education - Non-Affirmative Education as complementing distributive justice (Juan José Sosa Alonso) -- Chapter 8. Between doxa and transformational Bildung – A phenomenological and social-theoretical rehabilitation of the formation of opinions with Egon Schütz and Pierre Bourdieu (Johannes Türstig) -- Chapter 9. Hermeneutics in non-affirmative theory of education (Mari Mielityinen-Pachmann) -- Part IV. Non-affirmative education and empirical research -- Chapter 10. Pedagogical experimentalism and the principle of verification. A quest for non-affirmative educational research (Hanno Su and Johannes Bellmann) -- Chapter 11. Non-affirmative theory of education and cultural-historical activity theory — Where do they meet? (Alex Mäkiharju) -- Chapter 12. Understanding municipal education leaders in the tension between politics, professionals and parents (Ann-Sofie Smeds-Nylund) -- Part V. Non-affirmative education perspectives on governance and policy -- Chapter 13. Operating in an outcomes-based and a democratic Bildung discourse (Lejf Moos) -- Chapter 14. On the normativity of data-driven curriculum policy-making: a discursive and non-affirmative approach (Andreas Nordin) -- Chapter 15. Bildung and 21th century competences: in need of mutual recognition? (Armend Tahirslay) -- Chapter 16. From ‘didactics’ to ‘curriculum-and-didactics’ and beyond: A non-affirmative approach to the analysis of policy changes of didactics in mainland China (Bangpin Ding) -- Part VI. Concluding reflections and openings -- Chapter 17. Non-affirmative education theory as a language for a global discourse on education (Michael Uljens).

Weitere Ausg.: ISBN 3-031-30550-7

Sprache: Englisch

Schlagwort(e): Llibres electrònics

DOI: 10.1007/978-3-031-30551-1

UID:

Umfang: 1 online resource (378 pages)

Ausgabe: 1st ed.

ISBN: 9783031305511

Serie: Educational Governance Research Series ; v.20

Anmerkung: Intro -- Why Engage in Non-affirmative Theory of Education and Bildung? A Preface -- The Idea of This Volume -- Contents -- Part I: Introduction -- Chapter 1: Non-affirmative Theory of Education: Problems, Positionings and Possibilities -- Non-affirmative Education: A Long Tradition and Recent Developments -- Education Operates Indirectly -- Beyond Societal and Cultural Reproduction and Transformation -- Non-affirmative Education as a General, But Not Universal, Theory -- The Hermeneutical Character of Education Theory -- This Volume -- References -- Chapter 2: On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung -- On Initial Attempts to Identify Non-affirmativity as a Characteristic of Critical Pedagogical Thinking and Action -- Outline of a Non-affirmative Philosophy of Education: Foundational Concepts, Theories and Forms of Pedagogical Practice -- On the Further Development of the Concept of Pedagogical Non-affirmativity and the Development of Basic Pedagogical Differentiations -- In-Depth Studies of the History of the Problem -- On Basic Pedagogical Distinctions and Their Possible Meaning for a Supra-paradigmatic Description of Educational Processes (Erziehungs- und Bildungsprozessen) -- The Importance of the Basic Concepts for the Conceptualization of Educational Research Projects -- The Sustained Importance of Critical Non-affirmativity, Which Must Be Constantly Redefined and Reassessed -- References -- List of References by the Author of this Chapter -- General List of References -- Part II: Non-affirmative Interpretations of Didaktik -- Chapter 3: Knowledge, Values and Subject-ness: Educative Teaching as a Regulative Idea of School Development in the Twenty-First Century -- Introduction -- Non-affirmative Education as Discipline, Teaching and Guidance -- Educative Teaching and the Public School. , Dimensions of Non-affirmativity -- Objective Insight -- Own Value Judgment -- Many-Sidedness -- Radical Consideration -- Conclusion -- References -- Chapter 4: Herbart's Educative Teaching in Times of Big Data-Based Measurement and Assessment -- Introduction -- Is Educative Teaching Outdated? The Alienation of the Teaching-Learning Relationship in Measurement Culture Makes It Necessary Again -- The Non-affirmative Characters of Educative Teaching: An Understanding Based on Herbart's Concept of "Aesthetic Representation of the World" -- The Non-affirmative Requirements for Modern Teaching-Learning Relationship in Consideration of Educative Teaching -- Conclusion -- References -- Chapter 5: Bildung-Centred Non-affirmative School Didactics -- Introduction -- School Didactics: Features and Influences -- Why 'School Didactics'? -- The Modern Education Theory Heritage in Finland -- Phenomenological Research in Teaching and Learning -- Non-affirmative Education Theory -- A Non-affirmative Interpretation of School Didactics -- How Societal Interests Transform into Pedagogical Practice: A School Didactic Perspective -- Beyond Universal and Particularist Approaches to Transformation of Societal Interests -- Using Non-affirmative School Didactics for Identifying Policy Positions -- Bildung and Bildsamkeit in School Didactics -- Pedagogical Work as Summoning Self-Activity -- Concluding Remark -- References -- Part III: Non-affirmative Education and Related Theoretical Positions -- Chapter 6: Dewey, Existential Uncertainty and Non-affirmative Democratic Education -- Introduction -- Uncertainty and the Beginning of Learning -- Uncertainty, Thinking and Freedom -- Uncertainty and Receptivity to Difference -- Existential Uncertainty, Teaching and Democratic Education -- Teacher as Artist -- Listening and Relationality: Towards Non-affirmative Democratic Education. , References -- Chapter 7: Forgotten Relations Between Justice and Education: A Non-affirmative Education Approach -- Introduction -- Limitations of a Distributive Justice/Social Justice Perspective on Understanding Education -- Moving Beyond a Distributive Justice Perspective on Education -- The Original Concept of Justice -- The Forgotten Relations Between Justice and Education -- Emergence and Decline of the Ethics of Self-Care: The Triumph of the "Great Didactic" -- The Non-affirmative Education as an Alternative Way to Justice in Education -- Conclusions -- References -- Chapter 8: Between Doxa and Transformational Bildung: A Phenomenological and Social-Theoretical Rehabilitation of the Formation of Opinions with Egon Schütz and Pierre Bourdieu -- Introduction -- Non-affirmative Education and Bildung in Dietrich Benner's Work -- Bildung as the Formation of Opinions (Meinungsbildung) -- Doxa and Habitus: Habit and Transformation -- Conclusion -- References -- Chapter 9: Hermeneutics in the Non-affirmative Theory of Education -- Introduction -- Education and Bildung vs. Subjectivity and Intersubjectivity -- What Comes First, Subjectivity or Intersubjectivity? -- Hermeneutics in Education as Summoning of Self-Activity and Bildung -- Bildung as an Intepretative Process -- Education as Mediation Between Individual and Society -- Understanding: The Dialectics Between Being, Thinking, and Knowing -- Language, Dialogue, and Subjectivity -- Conclusion -- References -- Part IV: Non-affirmative Education and Empirical Research -- Chapter 10: Pedagogical Experimentalism and the Principle of Verification. A Quest for Non-affirmative Educational Research -- Introduction -- Mainstream Research on Education -- Pedagogical Experimentalism -- Critical Pedagogy and the Researching Community -- Verification as a Principle of Emancipatory Research. , Projecting a Space of Possibilities in Educational Research -- References -- Chapter 11: Non-affirmative Theory of Education and Cultural-Historical Activity Theory: Where Do They Meet? -- Introduction-Three Dilemmas for Educational Theory -- NAT and CHAT-Shared Roots with Divergent Branches -- NAT of Education -- Constitutive Principles of Non-affirmative Theory -- Bildsamkeit -- Summoning to Self-Activity -- Regulative Principles of Non-affirmative Educational Theory -- Non-hierarchical Relations -- How Societal Interests Are Transformed into Legitimate Pedagogical Practice -- CHAT -- Expansive Learning -- Formative Intervention -- NAT and CHAT: A Comparative Analysis-Where Do They Meet? -- Ontological Similarities and Differences -- Learning and Teaching -- The Learners' Activity in the Centre -- The Object or Contents of the Learning Process -- Recognition -- The Pedagogical Process -- The Context of Learning -- Cultural and Historical Context -- Epistemological Comparison -- Normativity -- Concluding Remarks -- References -- Chapter 12: Understanding Municipal Education Leaders in the Tension Between Politics, Professionals and Parents -- Introduction -- The Context of Educational Leadership in a Municipality -- Non-affirmative Theory -- Discursive Institutionalism (DI) -- Ideas and Discourses -- Institutions -- Power -- Regulative Principles for Social Actions -- Discussion -- References -- Part V: Non-affirmative Education Perspectives on Governance and Policy -- Chapter 13: Operating in an Outcomes-Based and a Democratic Bildung Discourse -- Introduction -- Discourses -- The First of Two Discourses -- Governing the Neoliberal State -- The Second Discourse -- The Contract and Social Technologies -- Discourse on Democracy: Organising and Relations -- Digitalisation -- Past, Present, and Future? -- References. , Chapter 14: On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approach -- Introduction -- Data-Driven Curriculum Policy-Making -- A Discursive and Non-affirmative Approach -- Discourse and Ideas -- A Non-affirmative Approach -- Normative Ideas in Data-Driven Curriculum Policy-Making -- Objective Data for Comparing Educational Progress at the Societal Level -- Standardised Classrooms at the Curriculum Level -- Digitising Human Interaction at the Classroom Level -- Concluding Remarks -- Educational Ideas in Data-Driven Curriculum Work -- Towards a More Reflexive Position -- References -- Chapter 15: Bildung and Twenty-First Century Competences: In Need of Mutual Recognition? -- Bildung and Twenty-First Century Competences: An Introduction -- Recent Bildung and Competence-Oriented Research in Norway and Kosovo -- An Educational Theoretical Framing of Bildung and Twenty-First Century Competences -- Bildung and Twenty-First Century Competences in Transnational and National Education Frameworks -- Bildung and Twenty-First Century Competences: A Potential Way Forward -- References -- Chapter 16: From 'Didactics' to 'Curriculum-and-Didactics' and Beyond: A Non-affirmative Approach to the Analysis of the Changes in Didactics in Mainland China -- A Reflection on the Shifts and Changes That Have Taken Place in Chinese Pedagogics and Didactics -- A Reconsideration of the Relationship of Chinese Education to Politics and Economy from the Perspective of the Non-affirmative Theory of Education -- Integrating German Didactics with Anglo-American Curriculum Studies Based on Chinese Harmonism: A Non-affirmative Approach to Integration -- Concluding Remarks -- References -- Part VI: Concluding Reflections and Openings. , Chapter 17: Non-affirmative Education Theory as a Language for Global Education Discourse in the Twenty-First Century.

Weitere Ausg.: Print version: Uljens, Michael Non-Affirmative Theory of Education and Bildung Cham : Springer International Publishing AG,c2023 ISBN 9783031305504

Sprache: Englisch

Schlagwort(e): Electronic books.

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Umfang: 1 Online-Ressource (377 p.)

ISBN: 9783031305511 , 9783031305504

Serie: Educational Governance Research

Inhalt: Interpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how ‘educative teaching’ aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and ‘Bildung’ provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies. Chapter “On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung” is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com

Anmerkung: English

Sprache: Unbestimmte Sprache

URL: kostenfrei

UID:

Umfang: 1 online resource (378 pages)

Ausgabe: 1st ed.

ISBN: 9783031305511

Serie: Educational Governance Research Series v.20

Inhalt: Intro -- Why Engage in Non-affirmative Theory of Education and Bildung? A Preface -- The Idea of This Volume -- Contents -- Part I: Introduction -- Chapter 1: Non-affirmative Theory of Education: Problems, Positionings and Possibilities -- Non-affirmative Education: A Long Tradition and Recent Developments -- Education Operates Indirectly -- Beyond Societal and Cultural Reproduction and Transformation -- Non-affirmative Education as a General, But Not Universal, Theory -- The Hermeneutical Character of Education Theory -- This Volume -- References -- Chapter 2: On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung -- On Initial Attempts to Identify Non-affirmativity as a Characteristic of Critical Pedagogical Thinking and Action -- Outline of a Non-affirmative Philosophy of Education: Foundational Concepts, Theories and Forms of Pedagogical Practice -- On the Further Development of the Concept of Pedagogical Non-affirmativity and the Development of Basic Pedagogical Differentiations -- In-Depth Studies of the History of the Problem -- On Basic Pedagogical Distinctions and Their Possible Meaning for a Supra-paradigmatic Description of Educational Processes (Erziehungs- und Bildungsprozessen) -- The Importance of the Basic Concepts for the Conceptualization of Educational Research Projects -- The Sustained Importance of Critical Non-affirmativity, Which Must Be Constantly Redefined and Reassessed -- References -- List of References by the Author of this Chapter -- General List of References -- Part II: Non-affirmative Interpretations of Didaktik -- Chapter 3: Knowledge, Values and Subject-ness: Educative Teaching as a Regulative Idea of School Development in the Twenty-First Century -- Introduction -- Non-affirmative Education as Discipline, Teaching and Guidance -- Educative Teaching and the Public School.

Anmerkung: Description based on publisher supplied metadata and other sources

Weitere Ausg.: ISBN 9783031305504

Weitere Ausg.: Erscheint auch als Druck-Ausgabe ISBN 9783031305504

Sprache: Englisch

URL: lizenzpflichtig

UID:

Umfang: 1 online resource (xiv, 377 pages) : , illustrations.

ISBN: 9783031305511 , 3031305515

Serie: Educational governance research, volume 20

Inhalt: Interpreting the modern heritage of 'Bildung' in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this 'Bildung'-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how 'educative teaching' aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and 'Bildung' provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies.

Anmerkung: Includes index. , Part I. Introduction -- Chapter 1. Non-affirmative theory of education and Bildung problems, positionings and possibilities (Michael Uljens) -- Chapter 2. On affirmativity and non-affirmativity in the context of theories of education and ‘Bildung’ (Dietrich Benner) -- Part II. Non-affirmative interpretations of Didaktik -- Chapter 3. Knowledge, values and subject-ness - Educative teaching as a regulative idea of school development in the 21st century (Thomas Rucker) -- Chapter 4. Herbart’s educative teaching in times of Big Data-based measurement and assessment (Ling Lin) -- Chapter 5. ‘Bildung’-Centered Non-Affirmative School Didactics (Michael Uljens) -- Part III. Non-affirmative education and related theoretical positions -- Chapter 6. Dewey, existential uncertainty, and non-affirmative democratic education (Andrea R. English) -- Chapter 7. Revisiting forgotten relationships between justice and education - Non-Affirmative Education as complementing distributive justice (Juan José Sosa Alonso) -- Chapter 8. Between doxa and transformational Bildung : A phenomenological and social-theoretical rehabilitation of the formation of opinions with Egon Schütz and Pierre Bourdieu (Johannes Türstig) -- Chapter 9. Hermeneutics in non-affirmative theory of education (Mari Mielityinen-Pachmann) -- Part IV. Non-affirmative education and empirical research -- Chapter 10. Pedagogical experimentalism and the principle of verification. A quest for non-affirmative educational research (Hanno Su and Johannes Bellmann) -- Chapter 11. Non-affirmative theory of education and cultural-historical activity theory : Where do they meet? (Alex Mäkiharju) -- Chapter 12. Understanding municipal education leaders in the tension between politics, professionals and parents (Ann-Sofie Smeds-Nylund) -- Part V. Non-affirmative education perspectives on governance and policy -- Chapter 13. Operating in an outcomes-based and a democratic Bildung discourse (Lejf Moos) -- Chapter 14. On the normativity of data-driven curriculum policy-making: a discursive and non-affirmative approach (Andreas Nordin) -- Chapter 15. Bildung and 21th century competences: in need of mutual recognition? (Armend Tahirslay) -- Chapter 16. From 'didactics' to 'curriculum-and-didactics' and beyond: A non-affirmative approach to the analysis of policy changes of didactics in mainland China (Bangpin Ding) -- Part VI. Concluding reflections and openings -- Chapter 17. Non-affirmative education theory as a language for a global discourse on education (Michael Uljens).

Weitere Ausg.: ISBN 3031305507

Weitere Ausg.: ISBN 9783031305504

Sprache: Englisch

Schlagwort(e): Electronic books.

DOI: 10.1007/978-3-031-30551-1

URL: SpringerLink

URL: Click here to view book

UID:

Umfang: XIV, 377 p. 1 illus. , online resource.

Ausgabe: 1st ed. 2023.

ISBN: 9783031305511

Serie: Educational Governance Research, 20

Inhalt: Interpreting the modern heritage of 'Bildung' in connection to education theory, this open access volume explores non-affirmative theory of education and 'Bildung' as a language of education for the 21st century. In this 'Bildung'-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how 'educative teaching' aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and 'Bildung' provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies. Chapter "On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung" is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

Anmerkung: Part I. Introduction -- Chapter 1. Non-affirmative theory of education and Bildung - problems, positionings and possibilities (Michael Uljens) -- Chapter 2. On affirmativity and non-affirmativity in the context of theories of education and 'Bildung' (Dietrich Benner) -- Part II. Non-affirmative interpretations of Didaktik -- Chapter 3. Knowledge, values and subject-ness - Educative teaching as a regulative idea of school development in the 21st century (Thomas Rucker) -- Chapter 4. Herbart's educative teaching in times of Big Data-based measurement and assessment (Ling Lin) -- Chapter 5. 'Bildung'-Centered Non-Affirmative School Didactics (Michael Uljens) -- Part III. Non-affirmative education and related theoretical positions -- Chapter 6. Dewey, existential uncertainty, and non-affirmative democratic education (Andrea R. English) -- Chapter 7. Revisiting forgotten relationships between justice and education - Non-Affirmative Education as complementing distributive justice (Juan José Sosa Alonso) -- Chapter 8. Between doxa and transformational Bildung - A phenomenological and social-theoretical rehabilitation of the formation of opinions with Egon Schütz and Pierre Bourdieu (Johannes Türstig) -- Chapter 9. Hermeneutics in non-affirmative theory of education (Mari Mielityinen-Pachmann) -- Part IV. Non-affirmative education and empirical research -- Chapter 10. Pedagogical experimentalism and the principle of verification. A quest for non-affirmative educational research (Hanno Su and Johannes Bellmann) -- Chapter 11. Non-affirmative theory of education and cultural-historical activity theory - Where do they meet? (Alex Mäkiharju) -- Chapter 12. Understanding municipal education leaders in the tension between politics, professionals and parents (Ann-Sofie Smeds-Nylund) -- Part V. Non-affirmative education perspectives on governance and policy -- Chapter 13. Operating in an outcomes-based and a democratic Bildung discourse (Lejf Moos) -- Chapter 14. On the normativity of data-driven curriculum policy-making: a discursive and non-affirmative approach (Andreas Nordin) -- Chapter 15. Bildung and 21th century competences: in need of mutual recognition? (Armend Tahirslay) -- Chapter 16. From 'didactics' to 'curriculum-and-didactics' and beyond: A non-affirmative approach to the analysis of policy changes of didactics in mainland China (Bangpin Ding) -- Part VI. Concluding reflections and openings -- Chapter 17. Non-affirmative education theory as a language for a global discourse on education (Michael Uljens).

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DOI: 10.1007/978-3-031-30551-1

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