Bildung, Knowledge, and Global Challenges in Education Didaktik and Curriculum in the Anthropocene Era

This book offers a critical and reflective discussion of contemporary challenges for education relating to sustainability and post-factual truths in light of the concepts of knowledge and Bildung. The book uses the concepts of knowledge and Bildung as keys to grasp what education is, and how the different educational traditions can complement a better understanding of challenges to education. Knowledge is taken as the core of the Anglo-American and French educational traditions, and Bildung is key for German and Nordic Didaktik traditions. The book presents comparative analytical work from international scholars who discuss Bildung aims in the light of sustainability, and knowledge in light of the ‘post-factual’ era. Building on the 2021 book Didaktik and Curriculum in Ongoing Dialogue, the book will be highly relevant for researchers, scholars and postgraduate students in the fields of educational theory, pedagogy, curriculum studies and comparative education.

List of figures List of tables List of editors and contributors Preface Acknowledgements Introduction: Bildung, knowledge, and global challenges in education Stefan Ting Graf, Ellen Krogh, and Ane Qvortrup Part I: Bildung in light of sustainability 1. Education and Bildung in the Anthropocene: responding to COVID-19 Norm Friesen 2. Bildung faces globalisation: theoretical reflections, empirical findings, and conceptual considerations for didactics Annette Scheunpflug 3. Teaching for the Anthropocene: Bildung-oriented education for sustainable development in a subject-specific curriculum Niklas Gericke 4. Bildung, diversity, and spaces in didactic practice Helle Rørbech Part II: Knowledge in light of post-factual truths 5. Public schooling in a ‘post-factual’ society:a call for historically nuanced discussions Kirsten Sivesind 6. Deliberative educational traditions and the post-truth society Jim Hordern 7. (Re-)arranging school knowledge for Bildung, or: school and curriculum against post-factualism Ewald Terhart 8. Utterance theory and validation of disciplinary knowledge in a ‘post-truth’ era Sigmund Ongstad 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 Ellen Krogh, Ane Qvortrup, and Stefan Ting Graf Index

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.