Use of the Concept of "Bildung" in the International Science Education Literature, Its Potential, and Implications for Teaching and Learning

Autor/inn/en	Sjöström, Jesper; Frerichs, Nadja; Zuin, Vânia G.; Eilks, Ingo
Titel	Use of the Concept of "Bildung" in the International Science Education Literature, Its Potential, and Implications for Teaching and Learning
Quelle	In: Studies in Science Education, 53 (2017) 2, S.165-192 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjöström, Jesper)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2017.1384649
Schlagwörter	Educational Philosophy; Science Education; Educational Research; General Education; Folk Schools; Democratic Values; Hermeneutics; Educational History; Educational Theories; Scientific Literacy; Transformative Learning; Sustainability; Teaching Methods; Environmental Education; Foreign Countries; Physics; Chemistry; Biology; Denmark; Norway; Sweden; Germany + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Allgemein bildendes Schulwesen; Allgemeinbildung; Hermeneutik; History of education; Bildungsgeschichte; Educational theory; Theory of education; Bildungstheorie; Pädagogische Transformation; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Physik; Chemie; Biologie; Dänemark; Norwegen; Schweden; Deutschland
Abstract	"Bildung" is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of "Bildung" became the general philosophical framework to guide both formal and informal education. "Bildung" concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of "Bildung" has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of "Bildung," with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of "Bildung" can be identified: (a) Von Humboldt's classical "Bildung," (b) Anglo-American liberal education, (c) Scandinavian "folk-Bildung," (d) democratic education, and (e) critical-hermeneutic "Bildung." These different understandings of "Bildung" are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic "Bildung," the paper theoretically develops views of critical-reflexive "Bildung" as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a "Vision III" of scientific literacy. Finally, some implications of critical-reflexive "Bildung" for teaching and learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01