"Bildung", the Bologna Process and Kierkegaard's Concept of Subjective Thinking

Autor/in	Reindal, Solveig M.
Titel	"Bildung", the Bologna Process and Kierkegaard's Concept of Subjective Thinking
Quelle	In: Studies in Philosophy and Education, 32 (2013) 5, S.533-549 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-012-9344-1
Schlagwörter	Independent Study; Higher Education; Educational Theories; Educational Objectives; Foreign Countries; Thinking Skills; Cognitive Style; International Cooperation; Epistemology; Norway + Suchen Sie Ihr Suchwort? Selbststudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational theory; Theory of education; Bildungstheorie; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Denkfähigkeit; Cognitive styles; Kognitiver Stil; Internationale Kooperation; Internationale Zusammenarbeit; Erkenntnistheorie; Norwegen
Abstract	The Bologna Framework for higher education has agreed on three "cycle descriptors"--knowledge, skill and general competence--which are to constitute the learning outcomes and credit ranges for the three cycles of higher education: The Bachelor, the Master and the PhD. In connection with the implementations of the national qualification framework these descriptors initiated a new debate on the possibility of "Bildung" within higher education in Norway. Pursuing this question of whether the triad knowledge, skill and general competences makes possible or prevents "Bildung" within higher education I argue that regardless of how one conceptualizes "Bildung", one must say something about the kind of thinking that initiates a process transforming knowledge to become internalised so as to influence one's choices and actions. A vital aim for the initiative of the Bologna process as envisioned in the "Bologna Declaration 1999" was to develop a "Europe of Knowledge". Underpinning this and other educational documents it appears that lack of knowledge is seen as an important explanation to todays many challenges. A confidence in knowledge per se as having a transformative power in itself seems to be a belief supporting the knowledge policy that dominates official documents. Following Kierkegaard and his critique of becoming objective as nurturing disinterestedness, I am critical to an understanding of knowledge as transformative in itself if knowledge primarily is understood as objective knowledge. In this paper I argue that in order to take responsibility for the knowledge one holds, a thinking which Kierkegaard calls subjective is an important contribution to one kind of thinking involved if knowledge shall initiate a transformation of one's life and thus foster responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10