Titlebook: Non-affirmative Theory of Education and Bildung; Michael Uljens Book‘‘‘‘‘‘‘‘ 2023 The Editor(s) (if applicable) and The Author(s) 2023 Ope

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Non-affirmative Theory of Education and Cultural-Historical Activity Theory: Where Do They Meet? questions of normativity, ontology, and epistemology. The reason for choosing these three issues as a point of departure for a comparative study is that they highlight three interrelated dimensions of how educational research and theory are related to educational practice. The amalgamation of the t

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Operating in an Outcomes-Based and a Democratic Bildung Discourseture, policy, power, and governance, to mention the most important. A concept of discourse is introduced in order to analyse and discuss the contemporary situation. Discourses allow us to organise and structure our knowledge and apply fundamental perspectives. Two main perspectives that emerge from

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On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approacg an evaluative rationale. The critique evolves in two steps, the first step is deconstructive in character and draws on the work of Porter (Trust in numbers: The pursuit of objectivity in science and public life. Princeton University Press, Princeton, 1995) and research on data-driven education. Th

引起

2365-9548 ation theory.Aims at advancing research on curriculum, leade.Interpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered

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CUR

Knowledge, Values and Subject-ness: Educative Teaching as a Regulative Idea of School Development inching. Taken together, these considerations bring into view a regulative idea of school development that should not be ignored if one does not want to fall behind an already achieved level within educational theory.

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Forgotten Relations Between Justice and Education: A Non-affirmative Education Approache value of D. Benner’s model of non-affirmative education, grounded in his constitutive and regulative principles of education. This approach help us to understand how pedagogical relations regarding problematisation and reflective dialogue operate in overcoming the injustice that modern, affirmative school models seem to carry with them.

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