Pedagogical Issues from Humboldt to Bologna: The Case of Norway and Germany

Autor/inn/en	Dysthe, Olga; Webler, Wolff-Dietrich
Titel	Pedagogical Issues from Humboldt to Bologna: The Case of Norway and Germany
Quelle	In: Higher Education Policy, 23 (2010) 2, S.247-270 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/hep.2010.9
Schlagwörter	Foreign Countries; Higher Education; College Instruction; Seminars; Educational Policy; Educational Quality; Educational Change; Policy Analysis; International Education; International Organizations; International Programs; Comparative Analysis; Educational History; Educational Environment; Educational Philosophy; Educational Principles; Program Implementation; Germany; Norway + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschullehre; Seminar; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Bildungsreform; Politikfeldanalyse; Internationale Erziehung; International organisation; International organisations; International organization; Internationale Organisation; History of education; Bildungsgeschichte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Deutschland; Norwegen
Abstract	Are the central pedagogical concepts and practices of the Humboldtian university, with "Bildung" as the overarching goal, only part of an elitist history of the university in the past or may they still be of relevance for the 21st century? What processes are involved in fostering "Bildung" then and now? This article investigates such questions, with a special focus on seminar pedagogy. A brief account is given of the major pedagogical consequences of the Bologna-related Quality Reform in Norway and the problems of Bologna adaptation in Germany. Although both countries used the Bologna Process to solve internal problems in higher education, pedagogical improvements were more visible in Norway, but "Bildung" as a concept has been nearly absent from the debate until 2009. In Germany, however, Humboldtian ideals are still a reference point and ongoing large-scale pedagogical experiments have aimed at modernising these in the face of mass education. This may prove a source of innovation for post Bologna re-reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10