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

Ryen, Erik

doi:10.1080/00220272.2019.1657959

Cited by 30 publications

(34 citation statements)

References 25 publications

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“…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).…”

Section: Theoretical Considerations Of ‘Bildung’ and Health In Physicmentioning

confidence: 99%

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

Ruin

Stibbe

2020

The Curriculum Journal

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The issue of health plays an important role in the German language sports pedagogical discussion and in German curricula. It is also important here that the idea of ‘Bildung’—an educational ideal in the German tradition which is still of paramount importance and which stems from the obligation of enlightenment and is intended to enable mature judgment—is a normative idea for school lessons. In terms of health in physical education, this throws up the question of whether PE for young people should not simply be focused towards a healthy lifestyle, but rather towards understanding what and how a healthy lifestyle could be and reflect on the role they want it to play in their lives in an emancipatory manner. Therefore, this paper examines the way in which health and health education are considered in current curricula in Germany. A hermeneutic oriented qualitative text analysis is carried out. Alongside differences between the states, the analysis shows an overall tendency towards narrowing down health education. The paper finally seeks to critically discuss this narrowing from a pedagogical perspective as an exemplary process which might be observed in a similar way in other countries.

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Section: Theoretical Considerations Of ‘Bildung’ and Health In Physicmentioning

confidence: 99%

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

Ruin

Stibbe

2020

The Curriculum Journal

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“…Thomas: I don't believe everything I hear anymore. This can be understood as a step towards critical thinking, which is also central to Bildung (Ryen, 2020a), and is in line with the 6th-grade students' initial responses when they were interviewed about what they had learned by inquiring into the narrowness of their hallways:…”

Section: Interviewer: What Do You Mean?mentioning

confidence: 58%

Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses

Bjørkvold¹,

Ryen²

2021

Journal of Curriculum Studies

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This study investigates how students and teachers perceive learning outcomes when employing an inquiry-based learning approach, and how this relates to two conflicting perspectives on teaching and learning in the Norwegian curriculum. The informants are strategically chosen from among Norwegian elementary schools that use the 'students as researchers' approach, whereby the students develop research questions, form hypotheses, decide which research methods to use, and conduct the research. The conceptualization of learning outcome is connected to the traditions of Didaktik, whereby matter and meaning are separated and the outcome cannot be predicted in advance, and outcome-based education, where the learning outcome is defined in advance as the first element of instructional planning. Twelve semi-structured interviews were conducted, and the data was analysed qualitatively using the NVivo 12 software. Although the students engage with the same subject matter, the results show a considerable variation in what they report having learned. Additionally, the teachers are often unable to plan for the outcomes of the lessons. Our findings therefore emphasize why an awareness of different understandings of teaching and learning is decisive in capturing perceived learning when applying methods such as 'students as researchers'.

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“…Supporting students' participation in sustainability aims to enhance students' actioncompetence. By this we, and other scholars, mean readiness to act responsibly on the basis of Bildung-ideas rather than on 21st century skills (e.g., [31,56]). Action-competence promotes critical thinking (in a Bildung-sense) so that students learn to deal with power relations and conflicting interests, to be empathic and appreciate different perspectives, and to think about alternative actions and opportunities (e.g., [47,57]).…”

Section: (2) Sustainable Schooling and Livingmentioning

confidence: 99%

“…From a Bildung point of view, discussions about the connection between content and student can be raised based on Klafki's idea of "double unlocking" [23,56]. Double unlocking refers to unlocking both the knowledge and the student.…”

Section: (4) Powerful Chemical Content Knowledgementioning

confidence: 99%

Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

2021

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The aim of this theoretical paper is to develop and present a didaktik model that embeds chemistry education into Environmental and Sustainability Education (ESE) using an eco-reflexive approach. A didaktik model is a tool to help educators make decisions and reflect on why, what, how, and/or when to teach. The model presented here is a revised version of the Jegstad and Sinnes model from 2015. It was systematically developed based on a critical analysis of the previous ESD (Education for Sustainable Development)-based model. This process is part of what is called didactic modeling. The revised model consists of the following six categories: (i) socio-philosophical framing; (ii) sustainable schooling and living; (iii) critical views on chemistry’s distinctiveness and methodological character; (iv) powerful chemical content knowledge; (v) critical views of chemistry in society; and (vi) eco-reflexivity through environmental and sustainability education. As in the model by Jegstad and Sinnes, the eco-reflexive didaktik model seeks to support chemistry educators in their sustainability-oriented educational planning and analysis, but from a more critical perspective. Based on an eco-reflexive Bildung approach, one additional category—socio-philosophical framing—was added to the revised model. This is because the previous model does not take sufficient account of worldview perspectives, cultural values, and educational philosophy. The eco-reflexive didaktik model is illustrated with boxes, and it is suggested that all categories in these boxes should be considered in holistic and eco-reflexive chemistry education. The purpose of such education is to develop students’ ChemoKnowings.

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

Cited by 30 publications

References 25 publications

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

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

Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses

Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

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