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.

Research questions:

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?

Theoretical framework:

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”

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