LEADER 07078nam 22006855 450 001 9910734892203321 005 20240126151529.0 010 $a3-031-30551-5 024 7 $a10.1007/978-3-031-30551-1 035 $a(CKB)5600000000618458 035 $a(MiAaPQ)EBC30647818 035 $a(Au-PeEL)EBL30647818 035 $a(DE-He213)978-3-031-30551-1 035 $a(OCoLC)1390729473 035 $a(EXLCZ)995600000000618458 100 $a20230714d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNon-affirmative Theory of Education and Bildung$b[electronic resource] /$fedited by Michael Uljens 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (378 pages) 225 1 $aEducational Governance Research,$x2365-9556 ;$v20 311 $a3-031-30550-7 327 $aPart I. Introduction -- Chapter 1. Non-affirmative theory of education and Bildung ? problems, positionings and possibilities (Michael Uljens) -- Chapter 2. On affirmativity and non-affirmativity in the context of theories of education and ?Bildung? (Dietrich Benner) -- Part II. Non-affirmative interpretations of Didaktik -- Chapter 3. Knowledge, values and subject-ness - Educative teaching as a regulative idea of school development in the 21st century (Thomas Rucker) -- Chapter 4. Herbart?s educative teaching in times of Big Data-based measurement and assessment (Ling Lin) -- Chapter 5. ?Bildung?-Centered Non-Affirmative School Didactics (Michael Uljens) -- Part III. Non-affirmative education and related theoretical positions -- Chapter 6. Dewey, existential uncertainty, and non-affirmative democratic education (Andrea R. English) -- Chapter 7. Revisiting forgotten relationships between justice and education - Non-Affirmative Education as complementing distributive justice (Juan José Sosa Alonso) -- Chapter 8. Between doxa and transformational Bildung ? A phenomenological and social-theoretical rehabilitation of the formation of opinions with Egon Schütz and Pierre Bourdieu (Johannes Türstig) -- Chapter 9. Hermeneutics in non-affirmative theory of education (Mari Mielityinen-Pachmann) -- Part IV. Non-affirmative education and empirical research -- Chapter 10. Pedagogical experimentalism and the principle of verification. A quest for non-affirmative educational research (Hanno Su and Johannes Bellmann) -- Chapter 11. Non-affirmative theory of education and cultural-historical activity theory ? Where do they meet? (Alex Mäkiharju) -- Chapter 12. Understanding municipal education leaders in the tension between politics, professionals and parents (Ann-Sofie Smeds-Nylund) -- Part V. Non-affirmative education perspectives on governance and policy -- Chapter 13. Operating in an outcomes-based and a democratic Bildung discourse (Lejf Moos) -- Chapter 14. On the normativity of data-driven curriculum policy-making: a discursive and non-affirmative approach (Andreas Nordin) -- Chapter 15. Bildung and 21th century competences: in need of mutual recognition? (Armend Tahirslay) -- Chapter 16. From ?didactics? to ?curriculum-and-didactics? and beyond: A non-affirmative approach to the analysis of policy changes of didactics in mainland China (Bangpin Ding) -- Part VI. Concluding reflections and openings -- Chapter 17. Non-affirmative education theory as a language for a global discourse on education (Michael Uljens). 330 $aInterpreting the modern heritage of ?Bildung? in connection to education theory, this open access volume explores non-affirmative theory of education and ?Bildung? as a language of education for the 21st century. In this ?Bildung?-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how ?educative teaching? aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and ?Bildung? provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies. Chapter ?On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung? is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com. 410 0$aEducational Governance Research,$x2365-9556 ;$v20 606 $aEducation and state 606 $aEducation$xCurricula 606 $aSchool management and organization 606 $aSchool administration 606 $aEducational Policy and Politics 606 $aCurriculum Studies 606 $aOrganization and Leadership 606 $aFilosofia de l'educació$2thub 606 $aFinalitats de l'educació$2thub 606 $aReforma de l'educació$2thub 608 $aLlibres electrňnics$2thub 615 0$aEducation and state. 615 0$aEducation$xCurricula. 615 0$aSchool management and organization. 615 0$aSchool administration. 615 14$aEducational Policy and Politics. 615 24$aCurriculum Studies. 615 24$aOrganization and Leadership. 615 7$aFilosofia de l'educació 615 7$aFinalitats de l'educació 615 7$aReforma de l'educació 676 $a379 700 $aUljens$b Michael$01424870 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910734892203321 996 $aNon-Affirmative Theory of Education and Bildung$93554468 997 $aUNINA