Nielsen's ‘Befindlichkeit’ between (the hermeneutics of) ‘Bildung’ and (the phenomenology of) Music

Pio, Frederik

doi:10.2979/philmusieducrevi.22.2.156

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2021

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“…Barrett & Rita, 2014;Young et al, 2014;Barrett et al, 2017). 4 For a detailed explanation, see Kr€ uger (2008), Frederik (2014) and Willbergh (2016). 5 Hierarchical knowledge structures are typified in natural sciences where theories and concepts 'build cumulatively and progressively, with earlier formulations being subsumed by later formulations'.…”

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confidence: 99%

Powerful knowledge, transformations andDidaktik/curriculum thinking

Deng

2021

British Educational Res J

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From the vantage point of knowledge transformations entailed in curriculum making, this article seeks to contribute to a rethinking of the concept of powerful knowledge. It makes a case for linking the teaching of content knowledge to the development of human powers (understanding, ways of thinking, capabilities and dispositions) by way of knowledge transformations. The article starts by examining three perspectives or contributions to knowledge transformations: (1) Bernstein's recontextualisation; (2) Chevallard's didactic transposition; and (3) Gericke et al.'s transformations. This is followed by a discussion of what transformations entail from the perspective of Bildung-centred Didaktik, and what transformations mean in today's context if education is centrally concerned with the development of human powers. It concludes by questioning the conflation of powerful knowledge with disciplinary knowledge.

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Section: Data Availability Statementmentioning

confidence: 99%

Powerful knowledge, transformations andDidaktik/curriculum thinking

Deng

2021

British Educational Res J

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Nielsen's ‘Befindlichkeit’ between (the hermeneutics of) ‘Bildung’ and (the phenomenology of) Music

Cited by 1 publication

References 1 publication

Powerful knowledge, transformations andDidaktik/curriculum thinking

Powerful knowledge, transformations andDidaktik/curriculum thinking

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