Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contributors to the book offer insights to the theoretical discussion on education, and specify the historical and thematic connections between different thinking models. The book shows that connections between continental educational theories and classical Pragmatism are stronger than generally assumed. As such, the book invites the readers to challenge their own prejudices and views on Bildung and growth, and the relationship between them. “Education would be tyranny if it did not lead to freedom.” (J.F. Herbart) “The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest skill.” (W. James)

The concept of Bildung-Psychology, as developed by Christiane Spiel and her colleagues, combines ideas from developmental and educational psychology to describe educational processes with a strong focus on lifelong learning. Bildung-Psychology is concerned with all educational processes contributing to the development of individuals, as well as all conditions and measures potentially influencing these processes, and it aims to stimulate integrative use inspired basic research in the field of education. The structural model of Bildung-Psychology contains three dimensions: (1) the Bildung-career, (2) several functional areas, and (3) different levels of activities. The theoretical framework systematically classifies psychological actions in the field of education. This book combines theoretical pieces discussing important conceptual topics within Bildung-Psychology, with empirical contributions focused on different phases of the Bildung-career. The studies were conducted in countries across Europe, and across the various age-specific educational phases in the Bildung-career. This book was originally published as a special issue of the European Journal of Developmental Psychology.

This book provides a collection of applicable learning theories and their applications to science teaching. It presents a synthesis of historical theories while also providing practical implications for improvement of pedagogical practices aimed at advancing the field into the future. The theoretical viewpoints included in this volume span cognitive and social human development, address theories of learning, and describe approaches to teaching and curriculum development. The book presents and discusses humanistic, behaviourist, cognitivist, and constructivist theories. In addition, it looks at other theories, such as multiple intelligences theory, systems thinking, gender/sexuality theory and indigenous knowledge systems. Each chapter follows a reader-motivated approach anchored on a narrative genre. The book serves as a guide for those aiming to create optional learning experiences to prepare the next generation STEM workforce. Chapter “The Bildung Theory—From von Humboldt to Klafki and Beyond” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com

This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.

School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of the school have always been intertwined with the critical question of how past, present and future can be linked in educational practices so that schools can foster (in ever better ways) the well-being of individuals, societies and humanity. The chapters in this volume, despite the variety of viewpoints, share this critical view. The purpose of the volume is not to offer definite answers; rather it is to stress that to understand the role and functions of school in contemporary society and to orientate its transition, a well-founded critical evaluation of prevailing pedagogical practices and policy trends is required. This evaluation is vital for the future of school and society.

This handbook is the first reference work to explore and define what continental philosophy of education is or could be, and what its boundaries are, serving as a point of entry for those who need an overview of the ideas in the field. The book includes 34 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel, Lithuania, the Netherlands, Norway, New Zealand, Sweden, Taiwan, the UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such as otherness, empathy and personhood and problems including political influences on education and the limits of education. The contributors discuss a range of continental thinkers and look at how their work has influenced the wider field of philosophy of education.

This volume wholeheartedly engages with the current climate in higher education and provides not only a thorough analysis of the foundational elements constituting higher education but also a critical discussion of possible connections to societal and cultural domains and policy debates. Today, higher education institutions and programs are beset with multiple, and often conflicting, pressures and demands. Higher education is regarded by societies in general, and at the political level in particular, as a pathway to securing continued economic growth and ensuring cultural growth in surrounding societal contexts. Future academics are expected to become experts within their disciplines and at the same time to acquire and develop generic competences and transferable skills directly translatable into job market and professional contexts. These conflicting and fragmented policy approaches to higher education leaves academic leaders, teacher, researchers, and students with an incoherent curriculum and a confused and eroded academic identity and societal outlook. Much literature within higher education research that engages with similar topics are dominated by a backwards-looking and heavy critique of current political and educational conditions for the university and higher education. This volume suggests a new tack that is defined by openness and optimism towards possibilities for a transformative higher education curriculum – that at the same time stays firmly rooted within the foundational academic soil. By drawing on, and contributing to, the emerging research field the philosophy and theory of higher education, the book combines critique with a constructive and future-oriented approach and outlook on higher education. Further, it combines and links philosophical discussions on the idea of the future university with societal responsibility and a curricular and formational awareness.

This 50th volume examines current global trends in higher education, which include the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions.

This book brings the key ideas and concepts of social realism to bear on current debates in the fields of knowledge and curriculum. The key concern of this collection is to highlight matters related to knowledge and the influence these dimensions have on the formation of curricula, pedagogy, identity, and equity in educational contexts. Presenting new perspectives on the place of various types and forms of knowledge in contemporary education, this book explores two central questions, ‘what type of knowledge is most important to include in a curriculum?’ and ‘what is meant by disciplinary knowledge?’ The chapters use empirical examples to illustrate how the issues play out on a global stage, interweaving the social justice concern of equitable access to disciplinary knowledge throughout. In particular, the authors address the emerging theorisation of issues related to the decolonisation of curricula, the recontextualisation of ‘non-traditional’ knowledge into the curriculum, and teacher education. Offering new philosophical and theoretical perspectives, this book will be of interest to researchers, scholars, and students examining the fields of knowledge and curriculum, and the sociology of education more broadly.

This book presents John Dewey’s work as a claim to the human potentials found in experience, the imagination and the possibilities that emerge from our disposition towards liberty. It details Dewey’s work as a critical junction marked by the quandary of schooling and culture, and where learning is also positioned beyond the boundaries of educational institutions. The book first examines Dewey in his various contexts, influences and life experiences, including his relationship with Hegelian philosophy, Emersonian transcendentalism, Darwin’s method of scientific experimentation, and his deep bond with his first wife Alice Chipman and their work in the Laboratory School. It then revisits Dewey’s approach to politics and education within contemporary debates on education, learning and the School. This discussion takes stock of what does a diverse and plural society mean to us today, at a time that remains challenged by the politics of class, race, gender and sexuality. Dewey’s work has a profound bearing on our understanding of these challenges. Thus to read and talk Dewey is to engage with a conversation with Dewey the philosopher who poses an array of questions, ranging from the way we feel (aesthetics), behave (ethics), think (logic), live as a community (politics) and how we learn (education). In addition, the book also takes Dewey’s concept of experimentation into a discussion of unlearning and deschooling through the arts and aesthetics education. Offering a thought-provoking dialogue with Dewey’s philosophy, this book recognizes the contradictory nature of learning and extends it to the open horizons of experience. By way of discussing the various aspects of Dewey’s approach to organization, policy making and the relationship between education and business, it repositions Dewey in contemporary political and educational contexts, exploring the possibility for education to be free and yet rigorous enough to help us engage with forms of knowledge by which we negotiate and understand the world.