Session Information
27 SES 01 B, Philosophical Perspective on Teaching and Learning
Paper Session
Contribution
This presentation explores the limits of didaktik and an educational understanding of socialization and solidarity in a democratic society. In the recent debate on young peoples´ failures within school, two lines of thought are outlined. Firstly, crisis of declining results in school is seen as overarching problem for the school system. It is implied that reformation within school is needed rather than social reforms. A different order within school, and a new role for the teacher seem necessary. Secondly, individual performance within school is disconnected from societal, collective goals. The disconnection of these goals is however more performed through political rhetoric rather than it is actual: Still individual school failures are regarded as having negative impact on society as a whole – even very young people are defined as burden for and strain on society.
In our presentation we highlight, with the help of the German educator Wolgang Klafki (1997, 1998, 2000, 2001/2011, 2004), what we regard as different modes of thinking on education in relation to didaktik. In one way, teaching is about initiating the young person to society. Knowledge, norms and values should be inscribed into the becoming member of society through instruction. The teachers’ role in that sense is to socialize the next generation into an already existing social order. Another mode of thinking is to regard the young person as discovering society, within society. Seen as being within society and thus already part of it, the young person cannot only be looked upon as a blueprint for the future good member with certain capabilities, but must also be regarded as a very present agent of critical examination of society. The first mode of thinking more or less eliminates the individual capacities for partaking in social change, whilst the other mode risks to forget the burden to partake in social change. In our presentation, we will not look upon these modes of thinking as totally separated perspectives, or as either/or, but as two sides on the same coin.
Method
Expected Outcomes
References
Bengtsson, Jan (1997): Didaktiska dimensioner. Möjligheter och gränser för en integrerad didaktik. Pedagogisk forskning i Sverige, 2 (4), s 241-261. Bengtsson, Jan (1996): Filosofisk didaktik. I Göran Strömqvist (red). Från metodik till allmän didaktik. Göteborgs universitet. Institutionen för metodik i lärarutbildningen 1984-1997. Göteborg: Didaktisk tidskrift. Hopmann, Stefan (1997): Wolfgang Klafki och den tyska didaktiken. I Michael Uljens (red). Didaktik – teori, refektion och praktik, s 198-214. Studentlitteratur: Lund. Klafki, Wolfgang (1997): Kritisk-konstruktiv didaktik. I Michael Uljens (red). Didaktik – teori, reflektion och praktik, s 215-228. Studentlitteratur: Lund. Klafki, Wolfgang (1998): Characteristics of critical-constructive didaktik. I Björg B Gundem & Stefan Hopmann (red). Didaktik and/or Curriculum. An International Dialogue, s 307-330. New York: American University Studies. Klafki, Wolfgang (2000): The significance of classical theories of bildung for a contemporary concept of allgemeinbildung. I Ian Westbury, Stefan Hopmann & Kurt Riquarts (red). Teaching as a Reflective Practice. The German Didaktik Tradition, s 85-107. New Jersey: Lawrence Erlbaum Associates. Klafki, Wolfgang (2001/2011): Dannelseteori og didaktik – nye studier. Forlaget Klim: Århus. Klafki, Wolfgang (2004): Skoleteori, skoleforskning og skoleudvikling i politisk-samfundmaessig kontekst. Hans Reitzels Forlag: Köpenhamn.
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