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

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 standardised evaluation, as well as reason...

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Autores principales:	Helen Avery, Monne Wihlborg
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2013
Materias:	higher education Bildung reflection holistic teaching and learning practice speaker Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f9598493500941b59fcaa7505272c32c
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id	oai:doaj.org-article:f9598493500941b59fcaa7505272c32c
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spelling	oai:doaj.org-article:f9598493500941b59fcaa7505272c32c2021-11-29T14:04:00ZTeachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark10.47408/jldhe.v0i5.1521759-667Xhttps://doaj.org/article/f9598493500941b59fcaa7505272c32c2013-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/152https://doaj.org/toc/1759-667XWhile 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 standardised evaluation, as well as reasoning/speaking as an emancipatory force, and teaching as explanations. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is who can become a speaker. What are the terms for negotiating meaning? The study builds on qualitative interviews, and the analysis remains close to the narratives. Ways university teachers interpret Bildung are investigated, how they implement their aims in practice, and how their interpretation corresponds to institutional constraints and visions. In this article, three cases are presented, as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers' perception of student learning and other outcomes of a Bildung approach are discussed. In particular, the importance of a space for negotiation and becoming a speaker are stressed.Helen AveryMonne WihlborgAssociation for Learning Development in Higher Education (ALDinHE)articlehigher educationBildungreflectionholisticteaching and learning practicespeakerTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 5 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	higher education Bildung reflection holistic teaching and learning practice speaker Theory and practice of education LB5-3640
spellingShingle	higher education Bildung reflection holistic teaching and learning practice speaker Theory and practice of education LB5-3640 Helen Avery Monne Wihlborg Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
description	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 standardised evaluation, as well as reasoning/speaking as an emancipatory force, and teaching as explanations. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is who can become a speaker. What are the terms for negotiating meaning? The study builds on qualitative interviews, and the analysis remains close to the narratives. Ways university teachers interpret Bildung are investigated, how they implement their aims in practice, and how their interpretation corresponds to institutional constraints and visions. In this article, three cases are presented, as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers' perception of student learning and other outcomes of a Bildung approach are discussed. In particular, the importance of a space for negotiation and becoming a speaker are stressed.
format	article
author	Helen Avery Monne Wihlborg
author_facet	Helen Avery Monne Wihlborg
author_sort	Helen Avery
title	Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
title_short	Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
title_full	Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
title_fullStr	Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
title_full_unstemmed	Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
title_sort	teachers' interpretation of bildung in practice: examples from higher education in sweden and denmark
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2013
url	https://doaj.org/article/f9598493500941b59fcaa7505272c32c
work_keys_str_mv	AT helenavery teachersinterpretationofbildunginpracticeexamplesfromhighereducationinswedenanddenmark AT monnewihlborg teachersinterpretationofbildunginpracticeexamplesfromhighereducationinswedenanddenmark
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Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark

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