Bringing teaching back in: The Norwegian NOU<i>The school of the future</i>in light of the Allgemeine Didaktik theory of Wolfgang Klafki

Willbergh, Ilmi

doi:10.17585/ntpk.v2.268

Cited by 18 publications

(26 citation statements)

References 22 publications

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“…The 'reconceptualists' share not only an interest in exposing the hidden mechanisms of power and exclusion inherent in school curriculum but also a tendency to distance themselves from the real world of curriculum-making, which is left 'to assessment specialists, learning scientists and educational technologists who are tasked with developing academic standards, competency frameworks and high-stakes tests' (Deng, 2018, p. 697). Indeed, as Willbergh's (2015;2016) analyses of the ongoing curricula reform in OECD countries, particularly Norway, show, the move from content-based to competency-based curricula-and the idea that democratic input into what goes on in the classrooms should not take the form of choosing content for the teachers to interpret but rather measuring and controlling what 'competencies' the students attain-is currently threatening to undermine the core tenets of Bildung-centred Didaktik, even in Scandinavia.…”

Section: Introductionmentioning

confidence: 99%

Klafki’s critical-constructive Didaktik and the epistemology of critical thinking

Ryen

2019

Journal of Curriculum Studies

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What can educators working to develop critical thinking (CT) in their classrooms gain from engaging with the German/Scandinavian tradition of Bildung-centred Didaktik? This article takes up the challenge of how to develop an epistemology of CT that is relational and contextual and gives students the possibility of engaging in ethical debates about social justice, as called for by critical pedagogues such as Lim (2011, 2015). The backdrop is an increasing focus on CT as a prominent educational goal in the Organisation for Economic Cooperation and Development and beyond, a development that makes it important to clarify the epistemological basis for how CT can be developed in schools and the ethical foundations and implications of the different approaches in the field. The article compares the epistemology of Matthew Lipman's seminal work on CT, Thinking in Education (2003), with Wolfgang Klafki's critical-constructive Didaktik. To highlight and critically examine the relations on which the two approaches are built, a combination of Aristotelian epistemology and the 'Didaktik triangle' is used. The analysis shows there are valuable insights to be gained from Klafki's theory to further develop an epistemology of CT.

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Section: Introductionmentioning

confidence: 99%

Klafki’s critical-constructive Didaktik and the epistemology of critical thinking

Ryen

2019

Journal of Curriculum Studies

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“…Scholars, notably Willbergh, have criticized the ongoing curriculum reform. Willbergh (2016) argued that the emphasis on competence risks devaluing content knowledge as an outcome of education in the new curriculum. She (Willbergh, 2015) argued that the educational concept of 21stcentury competence is deficient and theoretically inferior to the historically engrained concept of Bildung.…”

Section: The Norwegian Contextmentioning

confidence: 99%

Social and emotional skills in curriculum reform: a red line for measurability?

Restad

Mølstad

2020

Journal of Curriculum Studies

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This article applies a current example of curriculum reform to investigate mechanisms driving the push for international comparative assessment of social and emotional skills in contemporary education. Using a combination of bibliometric and content analysis the article identifies key sources in the recent Norwegian curriculum reform. The article considers how understanding and measurability of social and emotional skills is negotiated in policy documents and the cited knowledge base. Nine international sources are identified in the policy documents underlying the reform. Arguments from these sources are compared with arguments in policy documents to demonstrate overlap and potential misalignment. The final curriculum is found to be in non-alignment with the knowledge base that supports of a broad understanding of social and emotional skills and the measurement of such skills in schools. Drawing on critical realism the authors argue that Norwegian policymakers have rejected the global push for comparative assessment. They have drawn a red line to prevent social and emotional skills from becoming part of students' subject competence and to protect students from standardized assessment of such skills in schools. This position represents a strong case against measurability that may influence ongoing debates on quantification and comparisons in education.

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“…We believe that the German-Nordic Didaktik tradition can provide a complementary perspective on the selection of content (see Willbergh, 2016). In German didactic theory, Wolfgang Klafki (1927Klafki ( -2016 was a prominent researcher.…”

Section: Categorical Bildung and Educational Potentialmentioning

confidence: 99%

“…Material formation theories centre on objective knowledge content (Bildungsinhalt), while formal theories instead prioritize subjective content, that is, its educational substance (Bildungsgehalt). According to Klafki, a single focus on the objective or subjective side is problematic (see Meyer and Meyer, 2007;Willbergh, 2016). A focus on material formation may involve formal and elite teaching (compare Future 1 in Young and Muller, 2010), while formal theories of formation must be applied to some form of content in order not to become hypothetical (compare Future 2, ibid.).…”

Section: Categorical Bildung and Educational Potentialmentioning

confidence: 99%

“…Klafki argues that the general always has to be observed within the concrete and specific. At the classroom level, exemplary teaching represents an implementation of the epistemology of categorical Bildung (Willbergh, 2016). The content is essential in Klafki's analysis; the basic model consists of five questions that could be applied in analysing the didactic situation from the perspective of the teacher: vivid for children of the stage of development of this class?…”

Section: Teachers' Didactical Choices: Teaching As Didactical Practicementioning

confidence: 99%

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Curriculum principles, didactic practice and social issues: Thinking through teachers' knowledge practices in collaborative work

Bladh¹,

Stolare²,

Kristiansson³

2018

London Review of Education

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Previous subject-specific education research has shown that education in social studies subjects is dominated by strong subject traditions, while current social issues are seldom addressed and the connection to academic disciplines is weak. Putting this result into context, we discuss how the debate initiated by Michael Young about 'powerful knowledge' as a curriculum principle for the selection of school knowledge gives important theoretical insights. However, we argue that these insights can be developed further by linking them to continental Didaktik theory, in particular to Wolfgang Klafki's models of 'categorical Bildung ' and 'critical-constructive didactics' and Ingrid Carlgren's perspective on teaching as different knowledge practices. These ideas make clear the link between the selection of knowledge at curriculum level and the selection and transformation of knowledge at classroom level. Based on this theoretical argument, we discuss how researchers and teachers can collaborate around the selection and transformation of knowledge in a school setting, thereby contributing to a knowledge reservoir for the teaching profession. We conclude with a discussion of an ongoing case study taking place in an upper primary school in Sweden, which exemplifies our theoretical argumentation, showing how a 'time-geographical' perspective can inform teaching about migration as a phenomenon and current social issue.

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Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

Cited by 18 publications

References 22 publications

Klafki’s critical-constructive Didaktik and the epistemology of critical thinking

Klafki’s critical-constructive Didaktik and the epistemology of critical thinking

Social and emotional skills in curriculum reform: a red line for measurability?

Curriculum principles, didactic practice and social issues: Thinking through teachers' knowledge practices in collaborative work

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