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Autor/in | Stojanov, Krassimir |
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Titel | Bildung und Education. Implizite bildungsphilosophische Annahmen bei der PISA-Studie in vergleichender Perspektive. |
Quelle | In: Tertium comparationis, 11 (2005) 2, S. 229-242Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Sprache | deutsch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0947-9732 |
URN | urn:nbn:de:0111-opus-29645 |
Schlagwörter | Bildung; Bildungsbegriff; Bildungstheorie; Kompetenz; Kultur; Konzeption; PISA (Programme for International Student Assessment); Deutschland |
Abstract | The paper examines the question of the compatibility between the conceptual framework of the PISA-study and the semantics of the German term 'Bildung'. The author's claim is that the PISA-framework embodies a social-pragmatist approach to the processes of 'meaning-making', and that this approach is not compatible with one of the semantic dimensions of 'Bildung', namely with its emphasis on a socially independent world of cultural objectivations that has to be mirrored by canon-building school curricula. Therefore the attempt of the German PISA-Consortium to adopt that semantic dimension of 'Bildung' by both conceptual revisions of the original framework and supplement national studies should be considered as a very problematic one. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2006/5 |