22 SES 04 D, Teaching, Learning and Assessment in Higher Education
Parallel Paper Session
Background and European dimension:
Historically, Bildung ideals arose as a reaction to totalitarianism, attempting to balance freedom of thought and civic responsibility (Klafki; Westbury et al). These ideals were also associated to the emergence of modern notions of democracy. Society has evolved since the days of Humboldt (… ) still Bildung has been underlined in documents, as the European framework of key competences (Eu Commission 2007; Eu Parliament, 2010).
Education systems in Europe are subject to competition and the pressure of constant evaluation, in the wake of New Public Management (Leisyte, 2006). This produces dynamics that go in the direction of standardisation and procedural learning, rather than nurturing critical thinking. The definition of standards of excellence is thus alienated, and placed outside the aims that any particular university might have ( Hansen). The Bologna process has contributed in certain respects to pressures in this direction (Teelken & Wihlborg). Learning becomes instrumental, rather than intrinsically meaningful for the individuals who are involved in the actual activity.
The educational question addressed here is concerned with the practical aspects of the Bildung ideal and its implications on a practical level in teaching approaches. The results will be of interest to government agencies, higher education institutions, teachers, students, and others who seek ways to promote Bildung in education.
What is Bildung according to you, what does it signify in relation to the course syllabus, activities, and educational objectives and how you teach in your course?
How is learning achieved in relation to Bildung and Bildung aims, what are the important/central aspects in teaching and learning situations?
What are the changes you have conducted in your own teaching and learning practice? How do these changes relate to Bildung?
What are the obstacles for implementing Bildung into teaching and learning situations/contexts?
Bildung has been a strong and constant force in Swedish education the past century (…) and emphasizes democratic participation, lifelong learning, the learner’s individual development. However, policy changes the last decades in higher education (Leisyte) lead in the direction of increasingly tightly managed external steering. In this study we draw on Engeströms theoretical concepts of use value and exchange value of human activity. In terms of theoretically defining the scope for development and learning, we will point to that critical reflection in the Bildung tradition has several dimensions. One is self-development. We will turn to Biesta who has elaborated on the term ‘speaker’ in education, distinguishing between speaking in the sense of “taking up an existing identity, an existing place within the existing order” and the possibility to challenge this order, be “creative”. We argue that the possibility to develop, individually and collectively, beyond a predefined set of identities or positions. Finally, we will turn to Matusov et al concerning the meaning of the active learner; “being puzzled and perplexed by something…; and the person’s desire to address him- or herself, other people, and the inquiry itself. “In this view, the student’s existing and emerging interest IS the situated context”
Barrling Hermansson, K. (2005). “Academic Freedom in Practice. A Report on the State of Higher Education.” Stockholm: Agency for Higher Education... Biesta, G. (2002). How general can Bildung be? Reflections on the future of a modern educational ideal. British Journal of Philosophy of Education... Biesta, G.J.J. (2010). Learner, student, speaker. Why it matters how we call those we teach. Educational Philosophy and Theory... Boström, A.K. et al (2001). Lifelong learning in Sweden: The extent to which vocational education and training policy is nurturing lifelong learning in Sweden… European Communities. Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta – Konsultit Oy. European Commission (2007). Key Competences for Lifelong Learning: European Reference Framework. European Commission, Luxembourg: European Communities. Hansen, H. F. (2011). University Reforms in Denmark and the Challenges for Political Science. European Political Science... Klafki, W. (2000). The Significance of Classical Theories of Bildung for a Contemporary Concept of Allgemeinbildung. In Westbury et al. Teaching as a Reflective Practice. The German Didaktik Tradition... Mahwah, New Jersey: Lawrence Erlbaum Associates... Matusov, E.,von Duyke, K., & Han, S. Community of Learners: Ontological and non-ontological projects. The Journal of the Learning Sciences. Matusov, E. (2009). Journey into dialogic pedagogy (13-chapter monograph). Hauppauge, NY: Nova. Publishers… Nilsson, L. & Wihlborg, M. (2011). Higher Education as Commodity or Space for Learning: modelling contradictions in educational practices. Power & Education... Parlement européen (2010). Résolution du Parlement européen du 18 mai 2010 sur les compétences clés dans un monde en mutation: mise en œuvre du programme de travail "Éducation et formation 2010" National Advisory Committee on Creative and Cultural Education (1999). All Our Futures: Creativity, Culture and Education. Sapsford, R. & Jupp, V. (Eds.) (1996). Data Collection and Analysis. Sage. Silverman, D. (2000). Doing qualitative research: A practice handbook. Sage. Unesco (2005). Towards Knowledge Societies. UNESCO World Reports.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.