Augustine, Wittgenstein, and “the Call” in Mollenhauer’s Forgotten Connections: On Culture and Upbringing

Hamelock, Merilee

doi:10.29173/pandpr19864

Cited by 2 publications

(1 citation statement)

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“…In curriculum theory, on the other hand, this tradition is much more present (AUTIO, 2013;ENGLUND, 2006;HOPMANN, 2015;PINAR, 2011, SOUSA, 2015 as also in educational philosophy (KEMP, 2005;ROTH & BURBULES, 2007;BIESTA, 2008). Still, there are fundamental concepts like Bildsamkeit, summons to self-activity and recognition, by which modern education theory renewed the scene during the Romantics that have not until recently been the topic for much discussion in relation to contemporary curriculum theory and citizenship education in English (ULJENS, 2002;OETTINGEN, 2006;SILJANDER, KIVELÄ & SUTINEN, 2008;FRIESEN & SAEVI, 2010;FRIESEN & HAMELOCK, 2012;HORLACHER, 2015;SCHAFFAR & ULJENS, 2015;SAEVEROT, 2016).…”

Section: Introductionmentioning

confidence: 99%

Non-Affirmative Curriculum Theory in a Cosmopolitan Era?

Uljens

2016

revtee

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National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A task and contribution in modern education has been a concept explaining how e.g. socialization (social cohesion) and personalization (individuation) may be considered as integrated ratherthan excluding processes. The modern, or classic, approach early identified dilemmas connected to a reproduction- and transformation oriented curricula, as well as dilemmas emanating from descriptive-technological and normative theory. This article elaborates on relational core concepts developed in nineteenth century modern education theory (Fichte, Hegel, Schleiermacher,Herbart, Snellman). Utilizing concepts from modern education theory a non-affirmative position is argued for as an answer to parts of contemporary challenges.

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Section: Introductionmentioning

confidence: 99%

Non-Affirmative Curriculum Theory in a Cosmopolitan Era?

Uljens

2016

revtee

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Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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Augustine, Wittgenstein, and “the Call” in Mollenhauer’s Forgotten Connections: On Culture and Upbringing

Abstract: Augustine's autobiographical Confessions (

Cited by 2 publications

References 6 publications

Non-Affirmative Curriculum Theory in a Cosmopolitan Era?

Non-Affirmative Curriculum Theory in a Cosmopolitan Era?

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

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