<i>Allgemeinbildung</i>: readiness for living in risk society

Elmose, Steffen; Roth, Wolff‐Michael

doi:10.1080/0022027041000229413

Cited by 59 publications

(47 citation statements)

References 24 publications

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“…Elmose & Roth, 2005;Westbury, Hopmann & Riquarts, 2000). Allgemeinbildung describes a 200-year-old unique central European tradition of defining the aim of education.…”

Section: Conceptualizing 'Allgemeinbildung' To Science Educationmentioning

confidence: 95%

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

Hofstein

Eilks

Bybee

2011

Int J of Sci and Math Educ

273

215

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One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students' life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed.

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“…Elmose & Roth, 2005;Westbury, Hopmann & Riquarts, 2000). Allgemeinbildung describes a 200-year-old unique central European tradition of defining the aim of education.…”

Section: Conceptualizing 'Allgemeinbildung' To Science Educationmentioning

confidence: 95%

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

Hofstein

Eilks

Bybee

2011

Int J of Sci and Math Educ

273

215

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“…This model sees ESD in the context of the challenge of living in a risk society and summarizes the subordinate educational goals referring to Klafki's definition of -Allgemeinbildung‖ [16] and referring to Elmose and Roth [17] in general educational objectives as:…”

Section: The Csct Competence Modelmentioning

confidence: 99%

Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

2013

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Abstract:The term of education is an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need in order to develop and implement educational offers in the field of Education for Sustainable Development (ESD) so that they can aspire to and attain specific educational goals with their students. This touches on the question of the building of corresponding competencies in teacher education and further education. So far, few attempts have been made to describe teachers' competencies regarding ESD and to develop corresponding competence models. The following article presents two models-Curriculum, Sustainable Development, Competences, Teacher Training (CSCT Model) and Learning for the future: The Competences in Education for Sustainable Development (ECE Model)-and discusses their benefit for teacher education and further education. These models differ in how broadly they define ESD and in what audiences they target at. This comparison shows and explains why competence models should focus on profession-specific core competencies if they are to be used as a basis for the conception of educational offers in the field of ESD in education and further education of teachers. The drawn conclusion consists in initial considerations for the conception of another competence model. OPEN ACCESSSustainability 2013, 5 5068

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“…Therefore the society needs educated citizens who are able to understand the world and to make informed decisions-in both their private and professional lives, and as citizens engaged in democratic processes (Elmose and Roth 2005). Mogensen and Karsten Schnack (2010, p. 60) argue that "action competence is closely linked to democratic, political education and to […] the notion of 'Bildung'".…”

Section: Eco-views and Eco-identitiesmentioning

confidence: 99%

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

Sjöström

2017

Cult Stud of Sci Educ

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This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on 'reform-minded' science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing "new pedagogy" in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers' implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an "old pedagogy" in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called "new pedagogy" is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a "new pedagogy" and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.

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Allgemeinbildung: readiness for living in risk society

Cited by 59 publications

References 24 publications

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

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