4,102
Views
73
CrossRef citations to date
0
Altmetric
Articles

The problems of ‘competence’ and alternatives from the Scandinavian perspective of Bildung

References

  • Adorno, T. W. (1998). Education after auschwitz. In Critical models: Interventions and catch-words (H. W. Pickford, Trans., pp. 191–204). New York, NY: Columbia University Press.
  • Anderson, R. E. (2008). Implications of the information and knowledge society for education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 5–22). New York, NY: Springer.10.1007/978-0-387-73315-9
  • Antunes, F. (2012). ‘Tuning’ education for the market in ‘Europe’? Qualifications, competences and learning outcomes: Reform and action on the shop floor. Symposium Journals, 11, 446–470.
  • Aristotle, & Halliwell, S. (1995). Poetics. (S. Halliwell, D. A. Russell, & D. Innes, Trans.). Cambridge, MA: Harvard University Press.
  • Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43, 25–45.10.1080/00220272.2010.521261
  • Auerbach, E., & Said, E. W. (2003). Mimesis: The representation of reality in western literature. (W. R. Trask, Trans.). Princeton, NJ: Princeton University Press.
  • Biesta, G. J. J. (2006). Beyond learning: Democratic education for a human future. Boulder, CO: Paradigm Publishers.
  • Biesta, G. J. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29, 491–503. doi:10.1007/s11217-010-9191-x
  • Bloom, B. S., Engelhardt, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: McKay.
  • Bollnow, O. F. (1992). Tilbake til anskuelsen [Back to Anschauung]. Ergo, 23, 140–148.
  • Bull, H. (1985). The use of behavioural objectives—A moral issue? Journal of Further and Higher Education, 9, 74–80.10.1080/0309877850090309
  • Comenius, J. A., & Keatinge, M. W. (2005). Didactica magna [Great didactic]. Kessinger Publishing.
  • Diamond, J. B. (2012). Accountability policy, school organization, and classroom practice: Partial recoupling and educational opportunity. Education and Urban Society, 44, 151–182.10.1177/0013124511431569
  • Edelstein, W. (2011). Education for democracy: Reasons and strategies. European Journal of Education, 46, 127–137.10.1111/ejed.2011.46.issue-1
  • Elstad, E., & Sivesind, K. (2010). Pisa: Sannheten om skolen? [PISA – the truth about schooling?]. Oslo: Universitetsforl.
  • European Commission. (2008). The European qualification framework (eqf). Retrieved June 18, 2013, from http://ec.Europa.Eu/education/lifelong-learning-policy/eqf_en.Htm
  • European Commission. (2012). Conference report: Reducing early school leaving—Efficient and effective policies in Europe. Retrieved August 27, 2013, from http://ec.Europa.Eu/education/school-education/doc/esl/report_en.Pdf
  • European Parliament. (2007). Key competences for life-long learning: A European reference framework. Retrieved June 18, 2013, from http://ec.Europa.Eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.Pdf
  • G8. (2000). Okinawa charter on the global information society. Retrieved June 18, 2013, from http://www.G8.Fr/
  • Goldman, L. (1998). Child’s play. Myth, mimesis and make-believe. Oxford: Berg.
  • Green, B. (2010). Rethinking the representation problem in curriculum inquiry. Journal of Curriculum Studies, 42, 451–469.10.1080/00220270903494998
  • Gundem, B. B. (1995). The role of didactics in curriculum in Scandinavia. Journal of Curriculum & Supervision, 10, 302–316.
  • Gustavsson, B. (2002). Bildningens och kunskapens betydelse i det postmoderna [The importance of Bildung and knowledge in the post-modern] (pp. S. 5–12). Tromsø: SOFF.
  • Gustavsson, B. (2003). Dannelse i vor tid [Bildung in our time]. Århus: Forlaget Klim.
  • Herbart, J. F., & Stern, J. (2002). Allgemeine pädagogik. With an introduction by jeffrey stern [General pedagogy. With an introduction by Jeffrey Stern]. Bristol: Thoemmes.
  • Hillen, S., Sturm, T., & Willbergh, I. (Eds.). (2011). Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Münster: Waxmann.
  • Hodge, S. (2007). The origins of competency-based training. Australian Journal of Adult Learning, 47, 179–209.
  • Hohr, H. (2002). Does beauty matter in education? Friedrich Schiller’s neo-humanistic approach. Journal of Curriculum Studies, 34, 59–75.10.1080/00220270010029771
  • Hopmann, S. T. (2000). Klafki’s model of didaktik analysis and lesson planning in teacher education. In I. Westbury, S. T. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German Didaktik tradition (pp. 197–206). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hopmann, S. T. (2003). On the evaluation of curriculum reforms. Journal of Curriculum Studies, 35, 459–478.10.1080/00220270305520
  • Hopmann, S. T. (2007). Restrained teaching: The common core of Didaktik. European Educational Research Journal, 6, 109–124.10.2304/eerj
  • Hopmann, S. T. (2008). No child, no school, no state left behind: Schooling in the age of accountability. Journal of Curriculum Studies, 40, 417–456.10.1080/00220270801989818
  • Hopmann, S. T. (2009). Mind the gap: Dewey on educational bridge-building. Journal of Curriculum Studies, 41, 7–11.10.1080/00220270802172109
  • Hopmann, S. T. (2013). The end of schooling as we know it? Journal of Curriculum Studies, 45, 1–3.10.1080/00220272.2013.767570
  • Hopmann, S. T., Brinek, G., & Retzl, M. (2007). Pisa zufolge pisa: Hält pisa, was es verspricht? [PISA according to PISA: Does PISA keep what it promises?]. Wien: LIT.
  • Hörmann, B. (2011). Capacities in diversified classrooms. In S. Hillen, T. Sturm, & I. Willbergh (Eds.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning (pp. 43–59). Münster: Waxmann.
  • Hyland, T. (1991). Taking care of business: Vocationalism, competence and the enterprise culture. Educational Studies, 17, 77–87.10.1080/0305569910170106
  • Hyland, T. (1992). Moral vocationalism. Journal of Moral Education, 21, 139–150.
  • Hyland, T. (1994). Experiential learning, competence and critical practice in higher education. Studies in Higher Education, 19, 327–339.
  • Hyland, T. (1996). Professionalism, ethics and work-based learning. British Journal of Educational Studies, 44, 168–180.10.1080/00071005.1996.9974066
  • Kant, I. (1992). Kant on education. Bristol: Thoemmes Press.
  • Kemp, P. (2006). Mimesis in educational hermeneutics. Educational Philosophy and Theory, 38, 171–184.10.1111/j.1469-5812.2006.00186.x
  • Kim, J.-H. (2013). Teacher action research as bildung: An application of Gadamer’s philosophical hermeneutics to teacher professional development. Journal of Curriculum Studies, 45, 379–393.10.1080/00220272.2012.702224
  • Klafki, W. (2000a). Didaktik analysis as the core of preparation of instruction. In I. Westbury, S. T. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice. The German Didaktik tradition (pp. 139–159). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Klafki, W. (2000b). The significance of classical theories of bildung for a contemporary concept of allgemeinbildung. In I. Westbury, K. Riquarts, & S. T. Hopmann (Eds.), Teaching as a reflective practice: The German Didaktik tradition (pp. 85–107). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Klafki, W. (2001a). Dannelsesteori og didaktik—nye studier [Bildung-theory and didactics – new studies] (B. Christensen, Trans. 2nd ed.). Århus: Forlaget Klim.
  • Klafki, W. (2001b). Kategorial dannelse. Bidrag til en dannelsesteoretisk fortolkning av moderne didaktikk [Categorical bildung. Contributions to a Bildung-theoretical interpretation of modern didactics]. In E. L. Dale (Ed.), Om utdanning—klassiske tekster (pp. 167–304). Oslo: Gyldendal Akademisk.
  • Klette, K. (2007). Trends in research on teaching and learning in schools: Didactics meets classroom studies. European Educational Research Journal, 6, 147–160.10.2304/eerj
  • Korsgaard, O., & Løvlie, L. (2003). Indledning [Introduction]. In R. Slagstad, O. Korsgaard, & L. Løvlie (Eds.), Dannelsens forvandlinger [The transformations of Bildung] (pp. 9–36). Oslo: Pax.
  • Krüger, R. A. (2008). The significance of the concepts ‘elemental’ and ‘fundamental’ in didactic theory and practice. Journal of Curriculum Studies, 40, 215–250.10.1080/00220270701332267
  • Künzli, R. (2000). German didaktik: Models of re-presentation, of intercourse, and of experience. In I. Westbury, S. T. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice. The german didaktik tradition (pp. 41–54). Mahwah, NJ: Lawrence Erlbaum.
  • Künzli, R. (2002). The common frame and the places of Didaktik. In B. B. Gundem & S. T. Hopmann (Eds.), Didaktik and/or curriculum. An international dialogue (pp. 29–45). New York, NY: Peter Lang.
  • Langfeldt, G., Elstad, E., & Hopmann, S. T. (2008). Ansvarlighet i skolen: Politiske spørsmål og pedagogiske svar: Resultater fra forskningsprosjektet “Achieving school accountability in practice” [Responsibility in schooling: Political questions and pedagogical answers: Results from the research project “Achieving school accountability in practice”]. Oslo: Cappelen akademisk forl.
  • Leat, D., Thomas, U., & Reid, A. (2012). The epistemological fog in realising learning to learn in European curriculum policies. European Educational Research Journal, 11, 400–412.10.2304/eerj
  • Mahrdt, H. (2012). Hannah Arendt—politisk dannelse og reflekterende dømmekraft [Hannah Arendt – political Bildung and reflective judgement]. Norsk filosofisk tidsskrift, 47, 193–207.
  • Mausethagen, S. (2013). A research review of the impact of accountability policies on teachers’ workplace relations. Educational Research Review, 9, 16–33.10.1016/j.edurev.2012.12.001
  • Mead, G. H. (1934). Mind, self and society. Chicago, IL: University of Chicago Press.
  • Méhaut, P., & Winch, C. (2012). The European qualification framework: Skills, competences or knowledge? European Educational Research Journal, 11, 369–381.10.2304/eerj
  • Menck, P. (2000). Content: Still in question. In I. Westbury, S. T. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice. The German Didaktik tradition (pp. 177–193). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Menck, P. (2010). The formation of conscience: A lost topic of Didaktik. Journal of Curriculum Studies, 33, 261–275.
  • Meyer, M. A. (2007). Didactics, sense making, and educational experience. European Educational Research Journal, 6, 161–173.10.2304/eerj
  • Midtsundstad, J. H. (2010). A school-based theoretical framework for comparative reasearch. Theoretically systemized and empirically employed in danish and norwegian schools. Trondheim: Phd-avhandling i pedagogikk, NTNU.
  • Midtsundstad, J. H., & Hopmann, S. T. (2010). Diversity united: The Scandinavian traditions of lesson planning. Bildung und Erziehung, 63, 431–450.
  • Midtsundstad, J. H., & Werler, T. (2011). Didaktikk i Norden [Didactics in the Nordic countries]. Kristiansand: Portal Akademisk.
  • Midtsundstad, J. H., & Willbergh, I. (2010). Didaktikk—nye teoretiske perspektiver på undervisning [Didactics – new theoretical perspectives on teaching]. Oslo: Cappelen Damm.
  • National Governors Association & Council of Chief State School Officers and Achieve. (2008). Benchmarking for success: Ensuring U.S. students receive a world-class education. Washington, DC: Author.
  • Nieveen, N. (2012). Balancing curriculum freedom and regulation in the Netherlands. European Educational Research Journal, 11, 357–368.10.2304/eerj
  • Nohl, H. (1949). Die pädagogische bewgegung in Deutschland und ihre theorie [The pedagogical movement in Germany and its theories]. Frankfurt: G. Schulte-Bulmke.
  • OECD. (2005). Definition and selection of key competences. Executive summary. Retrieved June 4, 2013, from http://www.Deseco.Admin.Ch/bfs/deseco/en/index/02.Parsys.43469.Downloadlist.2296.Downloadfile.Tmp/2005.Dskcexecutivesummary.En.Pdf
  • OECD. (2007). Qualifications systems: Bridges to lifelong learning. Executive summary. Retrieved June 4, 2013, from http://www.Oecd.Org/edu/skills-beyond-school/38465471.Pdf
  • OECD. (2012). Better skills. Better jobs. Better lives. A strategic approach to skills policies. Retrieved June 4, 2013, from http://skills.Oecd.Org/documents/oecdskillsstrategyfinaleng.Pdf
  • Papanastasiou, N. (2012). Comparison as curriculum governance: Dynamics of the European-wide governance technology of comparison within England’s National Curriculum reforms. European Educational Research Journal, 11, 413–427.10.2304/eerj
  • Pestalozzi, J. H. (1977). How Gertrude teaches her children: An attempt to help mothers to teach their own children and an account of the method. (L. E. Holland & F. C. Turner, Trans.). New York, NY: Gordon Press.
  • Pikkarainen, E. (2011). The semiotics of education: A new vision in an old landscape. Educational Philosophy and Theory, 43, 1135–1144.10.1111/j.1469-5812.2009.00632.x
  • Reindal, S. M. (2013). Bildung, the bologna process and Kierkegaard’s concept of subjective thinking. Studies in Philosophy and Education, 32, 533–549.10.1007/s11217-012-9344-1
  • Ricoeur, P. (1984). Time and narrative. (K. Blamey & D. Pellauer, Trans., Vol. I). Chicago, IL: University of Chicago Press.
  • Saeverot, H. (2013). On the need to ask educational questions about education: An interview with Gert Biesta. Policy Futures in Education, 11, 175–184.10.2304/pfie
  • Schiller, F. (1991). Om menneskets estetiske oppdragelse i en rekke brev [On the aesthetic education of man in a series of letters] (S. Dahl, Trans.). Oslo: De norske bokklubbene.
  • Scholl, D. (2012). Are the traditional curricula dispensable? A feature pattern to compare different types of curriculum and a critical view of educational standards and essential curricula in Germany. European Educational Research Journal, 11, 328–341.10.2304/eerj
  • Schwab, J. J. (1971). The practical: Arts of eclectic. The School Review, 79, 493–542.10.1086/sr.1971.79.issue-4
  • Seikkula-Leino, J. (2012). Facing the changing demands of Europe: Integrating entrepreneurship education in Finnish teacher training curricula. European Educational Research Journal, 11, 382–399.10.2304/eerj
  • Sivesind, K. (2013). Mixed images and merging semantics in European curricula. Journal of Curriculum Studies, 45, 52–66.10.1080/00220272.2012.757807
  • Sivesind, K., & Bachmann, K. (2008). Hva forandres med nye standarder? Krav og utfordringer med kunnskapsløftets læreplaner [What changes with new standards? Demands and challenges with the knowledge promotion-curriculum]. In G. Langfeldt, E. Elstad, & S. T. Hopmann (Eds.), Ansvarlighet i skolen. Politiske spørsmål og pedagogiske svar (pp. 62–93). Oslo: Cappelen Damm AS.
  • Smith, R. (2012). University futures. Journal of Philosophy of Education, 46, 649–662.10.1111/jope.2012.46.issue-4
  • Standish, P. (1995). Why we should not speak of an educational science. Studies in Philosophy and Education, 14, 267–281.
  • Standish, P. (2005). Towards an economy of higher education. Critical Quarterly, 47, 53–71.10.1111/criq.2005.47.issue-1-2
  • Standish, P. (2012). ‘This’ is produced by a brain-process’! Wittgenstein, transparency and psychology today. Journal of Philosophy of Education, 46, 61–72.
  • Sundberg, D. (2012). Standards-based curricula in a denationalised conception of education: The case of Sweden. European Educational Research Journal, 11, 342.10.2304/eerj
  • Tanner, D. (2013). Race to the top and leave the children behind. Journal of Curriculum Studies, 45, 4–15.10.1080/00220272.2012.754946
  • Tchibozo, G. (2011). Emergence and outlook of competence-based education in European education systems: An overview. Education, Knowledge and Economy, 4, 193–205.
  • UNESCO. (1999). Task force on education for the twenty-first century. Retrieved June 18, 2013, from http://www.Unesco.Org/delors/
  • US Department of Education. (2001). No child left behind. Elementary and Secondary Education Act (ESEA). Washington, DC: Author. Retrieved September 18, 2014, from http://www2.ed.gov/nclb/landing.jhtml?src=rn
  • US Department of Education. (2010). A blueprint for reform. The reauthorization of the elementary and secondary education act. Washington, DC: Author.
  • Vásquez-Levy, D. (2002). Bildung-centred Didaktik: A framework for examining the educational potential of subject matter. Journal of Curriculum Studies, 34, 117–128.10.1080/00220270110056581
  • von Humboldt, W. (2000). Theory of bildung. In I. Westbury, K. Riquarts, & S. T. Hopmann (Eds.), Teaching as a reflective practice: The German Didaktik tradition (pp. 57–61). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Voogt, J. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44, 299–321.10.1080/00220272.2012.668938
  • Wagenschein, M. (2000). Teaching to understand: On the concept of the exemplary in teaching. In I. Westbury, S. T. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice. The German Didaktik tradition (pp. 161–175). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Walton, K. L. (1990). Mimesis as make-believe. On the foundations of the representational arts. Cambridge, MA: Harvard University Press.
  • Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Kirkland, WA: Hogrefe & Huber.
  • Weniger, E. (1958). Bildung und persönlichkeit [Bildung and personality]. In E. Weniger (Ed.), Die eigenständigkeit der erziehung in theorie und praxis [The independence of education in theory and practice]. Weinheim: Beltz Verlag.
  • Werquin, P. (2012). The missing link to connect education and employment: Recognition of non-formal and informal learning outcomes. Journal of Education and Work, 25, 259–278.10.1080/13639080.2012.687574
  • Westbury, I., Hopmann, S. T., & Riquarts, K. (2000). Teaching as a reflective practice: The German Didaktik tradition. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Westera, W. (2001). Competences in education: A confusion of tongues. Journal of Curriculum Studies, 33, 75–88.10.1080/00220270120625
  • Willbergh, I. (2006). Mimesis and the use of digital media in teaching. In T. Werler & C. Wulf (Eds.), Hidden dimensions of education. Rhetoric, rituals and anthropology (Vol. 23, pp. 50–63). Münster: Waxmann.
  • Willbergh, I. (2008). Mimesis, didaktikk og digitale læremidler (Mimesis, Didaktik and digital media) (PhD thesis). The Norwegian University of Science and technology, Trondheim.
  • Willbergh, I. (2010a). Et mimetisk perspektiv på undervisning med digitale medier [A mimetic perspective on teaching with digital media]. In J. H. Midtsundstad & I. Willbergh (Eds.), Didaktikk—nye teoretiske perspektiver på undervisning [Didactics – new theoretical perspectives on teaching]. Oslo: Cappelen Damm.
  • Willbergh, I. (2010b). Mimetisk Didaktikk: Om undervisning som kunst [Mimetic didactics: On teaching as an art-form]. In J. H. Midtsundstad & I. Willbergh (Eds.), Didaktikk—nye teoretiske perspektiver på undervisning [Didactics – new theoretical perspectives on teaching]. Oslo: Cappelen Damm.
  • Willbergh, I. (2011a). Mimetic Didaktik: Why “the medium is the message” in teaching. In S. Hillen, T. Sturm, & I. Willbergh (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning (pp. 157–167). Münster: Waxmann.
  • Willbergh, I. (2011b). The role of imagination when teaching the diverse group. In S. Hillen, T. Sturm, & I. Willbergh (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning (pp. 61–73). Münster: Waxmann.
  • Willbergh, I., Midtsundstad, J. H., Kristiansen, A., Langfeldt, G., & Skagen, K. (2012). Opplæring i arbeidslivet: En didaktisk innføring [On-the-job-training: A didactic introduction]. Bergen: Fagbokforl.
  • Wulf, C. (2003). The dream of education. Journal of Curriculum Studies, 35, 263–280.10.1080/00220270305530
  • Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45, 101–118.10.1080/00220272.2013.764505

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.