This volume offers a critical and reflective discussion of contemporary challenges for education relating to the climate, sustainability and post-factual truths in light of the concepts of knowledge and Bildung.
This volume offers a critical and reflective discussion of contemporary challenges for education relating to the climate, sustainability and post-factual truths in light of the concepts of knowledge and Bildung.
Ellen Krogh is Emerita Professor in the Department for the Study of Culture, University of Southern Denmark. Ane Qvortrup is Professor in the Department for the Study of Culture, University of Southern Denmark. Stefan Ting Graf is Associate Professor and Head of the research program in general didactics and pedagogy at UCL University College Denmark.
Inhaltsangabe
Introduction: Bildung knowledge and global challenges in education. Part I Bildung in light of sustainability 1. Education and Bildung in the Anthropocene: Responding to COVID-19 2. Bildung faces globalisation: theoretical reflections empirical findings and conceptual considerations for didactics 3. Teaching for the Anthropocene: Bildung-oriented education for sustainable development in a subject-specific curriculum 4. Bildung diversity and spaces in didactic practice Part II Knowledge in light of post-factual truths 5. Public schooling in a 'post-factual' society: a call for historically nuanced discussions 6. Deliberative educational traditions and the post-truth society 7. (Re-)arranging school knowledge for Bildung or: school and curriculum against post-factualism 8. Utterance theory and the validation of disciplinary knowledge in a 'post-truth' era Part III The question of normativity 9. The question of normativity: examining educational theories to advance deliberation on challenges of introducing societal problems into education
Introduction: Bildung knowledge and global challenges in education. Part I Bildung in light of sustainability 1. Education and Bildung in the Anthropocene: Responding to COVID-19 2. Bildung faces globalisation: theoretical reflections empirical findings and conceptual considerations for didactics 3. Teaching for the Anthropocene: Bildung-oriented education for sustainable development in a subject-specific curriculum 4. Bildung diversity and spaces in didactic practice Part II Knowledge in light of post-factual truths 5. Public schooling in a 'post-factual' society: a call for historically nuanced discussions 6. Deliberative educational traditions and the post-truth society 7. (Re-)arranging school knowledge for Bildung or: school and curriculum against post-factualism 8. Utterance theory and the validation of disciplinary knowledge in a 'post-truth' era Part III The question of normativity 9. The question of normativity: examining educational theories to advance deliberation on challenges of introducing societal problems into education
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