Embodying education - a bildung theoretical approach to movement integration

Abstract

Movement integration (MI) has become a significant part of contemporary educational policy; it implies that teachers of any school subject are responsible for organizing movement activities that are of educative value. In this paper, we use Wolfgang Klafki's Bildung theoretical analysis to examine contemporary approaches to MI and clarify dominant theoretical and didactic ways of working with MI. We aim to suggest a new understanding of MI by applying Klafki's conception of categorial Bildung. We argue that it enables educators to emphasize the educative and existential potential of the embodied, social and emotional involvement with the academic content. Our analyses illustrates the thorough didactic consideration needed to transform an educational policy into real-world education.

Health‐oriented ‘Bildung’ or an obligation to a healthy lifestyle? A critical analysis of current PE curricula in Germany

“…The concept of Bildung has a long tradition in Germany which originates in philosophical ideas related to Enlightenment at the end of the 18th century (e. g. Horlacher, 2015; for reception in Scandinavia see Beck et al ., 2015; Haapaniemi et al ., 2020; Madsen & Aggerholm, 2020; Ryen, 2020; in Russia Meyer & Rakhkochkine, 2018). The distinction between Bildung and education, which are closely complementary, is a special feature of the German language and cultural area (for the following discussion Ruin & Stibbe, 2020).…”

“…160–162). Thus, the theory of Bildung helps to describe ‘normative ideas about the value and the aim of teaching’ (Stibbe, 2016; Madsen & Aggerholm, 2020, p. 158).…”

“…Against this background, health education, as an integral part of Bildung‐oriented physical education, could try to link these two extreme positions of a ‘material‐qualifying educational concept’ on the one hand, and a subject‐related, formal idea of education, on the other (Prohl, 2010, p. 152). This idea is inspired by Klafki’s categorical Bildung (2007), which defines Bildung as ‘a dialectic process in which pupils open up to the object of teaching and where the object opens itself to the pupils’ (Madsen & Aggerholm, 2020, p. 160). Thus, categorical Bildung can be seen as synthesis of the two perspectives, i.e.…”

“…In this way, the emancipatory aim of Bildung‐oriented physical education (and health education as an embedded part of it) in Germany can be realised in a dialectic relation ‘in pupils’ interaction with academic content’ (Prohl, 2010. p. 152; Madsen & Aggerholm, 2020, p. 160).…”

HUMBOLDT’UN BİLDUNG KURAMIINDA BİREY-TOPLUM İLİŞKİSİ ÜZERİNE KAVRAMSAL BİR ANALİZ ve TARTIŞMA

“…106 Giriş Bildung kavramı oldukça eskiye dayanan ve düşünce tarihi içerisinde teoloji, siyaset felsefesi ve eğitim felsefesi gibi birçok alanda kendine özgü bir yeri olan önemli bir kavramdır. Bu kavram özellikle eğitim felsefesi açısından son derece etkili görüşlerin temelini oluşturmuş ve bir insan yetiştirmenin temel değerleri ve amaçları üzerine geliştirilen yaklaşımlar arasında ayrı bir yer edinmiştir (Madsen & Aggerholm 2020). Fakat hemen belirtmek gerekir ki bildung kavramı yalnızca ne eğitimi ne de öğretimi ifade eder ve bildung kavramını bu kavramların doğrudan karşılığı olarak kullanmak bu kavramın taşıdığı anlamın tam karşılığını vermek için yeterli olmaz.…”