Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education?
This article addresses the concepts of competence and Bildung in contemporary education and how critical realism may contribute to reconciling these positions in a more sustainable theory of learning for the twenty-first century. Using the recent curriculum reform in Norway as a backdrop, the articl...
| Publicado en: | Journal of Critical Realism Vol. 18; no. 4; pp. 402 - 420 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
August 2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=139136417&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 139136417 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14767430 7DS jtl: Journal of Critical Realism issn: 14767430 maglogo: N pubinfo: dt: August 2019 vid: 18 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 139136417 10.1080/14767430.2019.1655254 ppf: 402 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.4MB tig: atl: Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education? aug: au: Restad, Frode affil: Faculty of Teacher Education and Pedagogy, Inland Norway University of Applied Sciences, Lillehammer, Norway su: Critical realism Performance Curriculum change Classroom environment Twenty-first century Norway sug: subj: Norway Critical realism Performance Curriculum change Classroom environment Twenty-first century keyword: Bildung competence curriculum learning theory ab: This article addresses the concepts of competence and Bildung in contemporary education and how critical realism may contribute to reconciling these positions in a more sustainable theory of learning for the twenty-first century. Using the recent curriculum reform in Norway as a backdrop, the article discusses how unresolved disputes between competence and Bildung can provide fertile grounds for dichotomous theoretical positioning in research, short-sighted cherry-picking in policy and instrumental practice in schools. The author argues that it is possible, building on a critical realist ontology and learning environment, to resolve such disputes. Efforts to do so are needed to develop a better explanatory theory of learning and to mobilize research efforts to revision education as a protective force against unsustainable development. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Critical Realism is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Critical Realism holder: Taylor & Francis Ltd dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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