In the past years we have dealt with the relationship between Didactics and Subject-Specific Didactics as well as with the commonalities and differences between different subject didactics (the latter especially in Istanbul). Several times we came across central issues like that of didactics (understood as instruction or teaching/learning) in relation to education/Bildung/éducation – without being able to deal with those issues in more depth, given the time constraints for a normal symposium. Similarly, questions like relating different subjects to one another as objects of teaching and learning AND defining the relative contribution of individual domains or subject areas like math, the natural sciences or the social sciences for the personal and intellectual development of young or adolescent learners in terms of their overall education or Bildung could not be discussed yet and had to be postponed.

All of these questions involve very complex issues, of course, yet they should begin or continued to be addressed within the network 27 on the next ECER conference in Porto. Therefore, an extended symposium is suggested to pick some of these issues in a more systematic way. The symposium would have two parts of 90 minutes each.

The Part 2 of the symposium will deal with the issues of Bildung/Éducation in and through subject-specific teaching and learning. It would focus stronger on content and the specific outcomes (either intended or “measured”) of certain school subjects beyond standardized knowledge structures and skills. It would try to identify those educational dimensions, which are often not made explicit enough: we are dealing here with attitudes, skills and insights that are acquired within or alongside with a certain subject. They can interact with other areas of learning and act beyond school, in personal and professional life. They contribute to the formation of the person. In other words, one could deal with and discuss a certain framework of anthropological and socio-cultural aims of subject teaching as a way of subdividing or “operationalizing” the dimensions of Bildung beyond instruction and its immediate goals. The contributions of this part of the symposium will explore how such problems are dealt with in didactic approaches in different subject didactics: arts, science, sport.

The contrast and comparison of different school disciplines should allow to deepen our understanding of the relationship between didactics and constitutive concepts of schooling like Bildung, education, education, instruction: is this relationship the same in the different disciplines? What are the differences and common dimensions? The comparison becomes event more complex and interesting as it concerns different countries and cultural contexts.