The Subject and the World: Educational challenges

Straume, Ingerid S.

doi:10.1080/00131857.2014.951596

Cited by 11 publications

(8 citation statements)

References 6 publications

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“…It is about producing a sustainable person. However, alternative Westernand less anthropocentric-sustainability discourses have been suggested, such as a virtue ethics approach (Jordan and Kristjánsson 2016), self-reflective subjectivity (Straume 2015), transformative sustainability learning (e.g. Barrett, Harmin, Maracle, Patterson, Thomson, Flowers, and Bors 2017) and, as already mentioned, reflexive Bildung (Sjös-tröm, Eilks and Zuin 2016).…”

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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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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“…Harry's 'Non-musical classes' may thus be seen to reflect an imposed social construction. I argue that this conception of music, clearly defended by Harry, is caught up in an elitist perspective, arguably inherited from Greek origins (Straume 2015(Straume , 1468, that obfuscates holistic awareness; it reifies music as a form of specialised behaviour, fully accessible only to the initiated. I posit that this view, cleverly caught by an individual finely attuned to expectations imposed by his tradition, fails to appreciate the vital connectivity offered by music in its many and varied forms.…”

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confidence: 99%

“…He recognised that members of the teaching profession, like their students, are caught within what Straume (2015) terms a "social-historical" reali-ty (1468). Thus, prejudice within Western culture itself (Gadamer 1975(Gadamer /2004 acts to distance us from our instinctive musicality (Ruddock 2016)-we fail to notice historically developed misunderstandings of human nature which blind us to inherited dichotomous beliefs that disallow humanning (Nzewi 2013, 4) instinctive action.…”

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confidence: 99%

“…I posit that Thibeault's (2010) mid-flight recognition of dangers inherent in the polished performance, with its expectations of high standards of presentation, brings us closer to understanding this something. The something, perhaps, considered in Straume's (2015) paper on the philosopher Castoriadis where she considers how important it is to emphasise that human being fails to flourish in a world of reductionist thinking/being (1474). Like Castoriadis (in Straume 2015Straume , 1474, Thibeault (2015) demonstrates the value of imagining.…”

mentioning

confidence: 99%

“…The something, perhaps, considered in Straume's (2015) paper on the philosopher Castoriadis where she considers how important it is to emphasise that human being fails to flourish in a world of reductionist thinking/being (1474). Like Castoriadis (in Straume 2015Straume , 1474, Thibeault (2015) demonstrates the value of imagining. He drew on his teaching experience to expose a tension between music education practice that favoured the production of a polished product and an inclusive music education to show how "[p]articipatory music, built on different values, suggests a viable alternative-music education designed for all" (Thibeault 2015, 59).…”

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confidence: 99%

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Misconceptions Underplay Western Ways of Musicking: A Hermeneutic Investigation

Ruddock¹

2017

ACT

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This paper draws on a hermeneutic project to reflect on culturally developed notions that distance individuals from their intrinsic musicality. Participant experience offers insight into misconceptions of human musicality in Western communities where unrecognised cultural directives label musical beings as either musical or non-musical. Embedded in language, cultural influences restrict free musicking such that everyday practices inhibit the development of musical skills and dictate life-long inhibition. Iargue that to ignore this phenomenon is to perpetuate an unnecessary and harmful reduction of human being.

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Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung

Sjöström

Eilks

2018

Innovations in Science Education and Technology

170

130

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Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on scientific content and scientific processes to learn about corresponding applications later, while Vision II focuses on contextualizing scientific knowledge for giving its use in life and society meaning. The tension between Vision I and II can also be related to the tension between “pipeline science – preparing future scientists” and “science for all”. Recently, a more advanced vision of SL was suggested. It is called Vision III and emphasizes philosophical values, politicization and critical global citizenship education. Such an orientation can be well justified by the Central/Northern European educational and cultural tradition called Bildung. In its most contemporary understanding, it is agency-oriented. Bildung-oriented science education aims at making the student capable of a self-determined life in his/her socio-cultural environment, participation in a democratic society, and of empathy and solidarity with others. This concept is also closely connected to more recent educational paradigms that were defined also beyond Europe, e.g. the ideas of Education for Sustainability (EfS) and transformative learning. Both concepts aim on skills development for critical-democratic participation and for shaping our society and culture in a sustainable way. The different visions of SL have consequences for the content and culture of teaching and learning of science and technology. Accepting Vision III requires awareness that our view of selecting and teaching certain content is dependent on our culture, for example our norms, values and worldviews, and on the society we are living in. Learning (cognition) must be complemented with not only meta-learning (metacognition), but also transformative learning, where things are considered from multifaceted (e.g., cultural) perspectives. The discussion in this chapter focuses on educational implications of Vision III of SL and its connection to critical-reflexive Bildung, EfS and transformative learning.

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The Subject and the World: Educational challenges

Cited by 11 publications

References 6 publications

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

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

Misconceptions Underplay Western Ways of Musicking: A Hermeneutic Investigation

Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung

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