Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education?

References

• Besson, Luc. 1997. “The Fifth Element.” In. France: Gaumont Buena Vista International.
   Google Scholar
• Bhaskar, Roy. 2008. Dialectic: The Pulse of Freedom, Classical Texts in Critical Realism. London: Routledge.
   Google Scholar
• Bhaskar, Roy. 2016. Enlightened Common Sense: The Philosophy of Critical Realism. London: Routledge.
   Google Scholar
• Biesta, Gert. 2004. “Against Learning. Reclaiming a Language for Education in an Age of Learning.” Nordic Studies in Education = Nordisk Pedagogik 23: 70–82.
   Google Scholar
• Biesta, Gert J. J. 2013. “Giving Teaching Back to Education: Responding to the Disappearance of the Teacher.” Phenomenology & Practice 6 (2): 35–49. doi: 10.29173/pandpr19860
   Google Scholar
• Brown, Gordon. 2009. “The Ontological Turn in Education: The Place of the Learning Environment.” Journal of Critical Realism 8 (1): 5–34. doi: 10.1558/jocr.v8i1.5
   Google Scholar
• Danermark, Berth. 2011. Explaining Society: Critical Realism in the Social Sciences. London: Routledge.
   Google Scholar
• Deng, Zongyi. 2015. “Content, Joseph Schwab and German Didaktik.” Journal of Curriculum Studies 47 (6): 773–786. doi: 10.1080/00220272.2015.1090628
   Web of Science ®Google Scholar
• Hilt, Line T, Hanne Riese, and Gunn Elisabeth Søreide. 2019. “Narrow Identity Resources for Future Students: the 21st Century Skills Movement Encounters the Norwegian Education Policy Context.” Journal of Curriculum Studies 51 (3): 384–402. doi: 10.1080/00220272.2018.1502356
   Web of Science ®Google Scholar
• Hodge, Steven. 2007. “The Origins of Competency-Based Training.” Australian Journal of Adult Learning 47 (2): 179–209.
   Google Scholar
• Hopmann, Stefan. 2007. “Restrained Teaching: The Common Core of Didaktik.” European Educational Research Journal 6 (2): 109–124. doi: 10.2304/eerj.2007.6.2.109
   Google Scholar
• Illeris, Knud. 2003. “Towards a Contemporary and Comprehensive Theory of Learning.” International Journal of Lifelong Education 22 (4): 396–406. doi: 10.1080/02601370304837
   Google Scholar
• Illeris, Knud. 2018. Contemporary Theories of Learning: Learning Theorists … In Their Own Words. Abingdon: Routledge.
   Google Scholar
• Karseth, Berit, and Kirsten Sivesind. 2010. “Conceptualising Curriculum Knowledge Within and Beyond the National Context.” European Journal of Education 45 (1): 103–120. doi:10.1111/j.1465-3435.2009.01418.x.
   Web of Science ®Google Scholar
• Klafki, Wolfgang. 2001. “Kategorial dannelse. Bidrag til en dannelsesteoretisk fortolkning av moderne didaktikk [Categorical Bildung. Contributions to a Bildung-Theoretical Interpretation of Modern Didactics].” In Om utdanning (klassiske tekster), edited by Erling Lars Dale, 167–304. Oslo: Gyldendal Akademisk.
   Google Scholar
• Klette, Kirsti. 2007. “Trends in Research on Teaching and Learning in Schools: Didactics Meets Classroom Studies.” European Educational Research Journal 6 (2): 147–160. doi: 10.2304/eerj.2007.6.2.147
   Google Scholar
• Ministery of Education and Research. 2017. “Overordnet del – verdier og prinsipper for grunnopplæringen. [General Core Curriculum - Values and Principles for Basic Schooling.]” In. Oslo: Norwegian Ministery of Education and Research.
   Google Scholar
• Mølstad, Christina Elde, and Berit Karseth. 2016. “National Curricula in Norway and Finland: The Role of Learning Outcomes.” European Educational Research Journal 15 (3): 329–344. doi:10.1177/1474904116639311.
   Web of Science ®Google Scholar
• Nordkvelle, Yngve, and Lene Nyhus. 2017. “Management by Objectives as an Administrative Strategy in Norwegian Schools: Interpretations and Judgements in Contrived Liberation.” In Administrative Strategies of Our Time, edited by N. Veggeland, 220–260. New York: Nova Science Publishers.
   Google Scholar
• NOU 2015:8. 2015. “Fremtidens skole. Fornyelse av fag og kompetanser. [The School of the Future. Renewal of Subjects and Competencies.].” In. Oslo: Ministery of Education and Research.
   Google Scholar
• Nunez, Iskra. 2013a. Critical Realist Activity Theory: An Engagement with Critical Realism and Cultural-Historical Activity Theory. London: Routledge.
   Google Scholar
• Nunez, Iskra. 2013b. “Transcending the Dualisms of Activity Theory.” Journal of Critical Realism 12 (2): 141–165. doi: 10.1179/rea.12.2.f362q71707729552
   Google Scholar
• Nunez, Iskra. 2015. “Philosophical Underlabouring for Mathematics Education.” Journal of Critical Realism 14 (2): 181–204. doi:10.1179/1476743015Z.00000000060.
   Web of Science ®Google Scholar
• OECD. 2005. “Definition and Selection of Key Competencies (DeSeCo) – Executive Summary.” In. Paris: OECD.
   Google Scholar
• OECD. 2010. “The Nature of Learning: Using Research to Inspire Practice. .” In. Paris: OECD.
   Google Scholar
• Pettersson, Daniel, Tine Sophie Prøitz, and Eva Forsberg. 2017. “From Role Models to Nations in Need of Advice: Norway and Sweden Under the OECD’s Magnifying Glass.” Journal of Education Policy 32 (6): 721–744. doi: 10.1080/02680939.2017.1301557
   Web of Science ®Google Scholar
• Price, Leigh, and Lee Martin. 2018. “Introduction to the Special Issue: Applied Critical Realism in the Social Sciences.” Journal of Critical Realism 17 (2): 89–96. doi:10.1080/14767430.2018.1468148.
   Web of Science ®Google Scholar
• Priestley, Mark. 2011. “Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change.” Pedagogy, Culture & Society 19 (2): 221–237. doi: 10.1080/14681366.2011.582258
   Google Scholar
• St.meld nr. 28 (2015–2016). 2016. “Fag – Fordypning – Forståelse. En fornyelse av kunnskapsløftet. [Subjects – Emersion – Understanding. A Renewal of Knowledge Promotion] White Paper on Renewal of the National Curriculum.” In. Oslo: Ministry of Education and Research.
   Google Scholar
• Tikly, Leon. 2015. “What Works, for Whom, and in What Circumstances? Towards a Critical Realist Understanding of Learning in International and Comparative Education.” International Journal of Educational Development 40: 237–249. doi: 10.1016/j.ijedudev.2014.11.008
   Web of Science ®Google Scholar
• Willbergh, Ilmi. 2015. “The Problems of ‘Competence’and Alternatives from the Scandinavian Perspective of Bildung.” Journal of Curriculum Studies 47 (3): 334–354. doi: 10.1080/00220272.2014.1002112
   Web of Science ®Google Scholar
• Willbergh, Ilmi. 2016. “Bringing Teaching Back In: The Norwegian NOU The School of the Future in Light of the Allgemeine Didaktik Theory of Wolfgang Klafki.” Nordisk Tidsskrift for Pedagogikk og Kritikk 2 (3): 111–124.
   Google Scholar
• Zembylas, Michalinos. 2017. “The Contribution of the Ontological Turn in Education: Some Methodological and Political Implications.” Educational Philosophy and Theory 49 (14): 1401–1414. doi: 10.1080/00131857.2017.1309636
   Web of Science ®Google Scholar