Scribd Logo
Upload

Welcome to Scribd!

  • Teaching As A Reflective Practice: What Might Didaktik Teach Curriculum?

    Uploaded by

    f_md
    113 views14 pages
    Ian Westbury

    Original Title

    Teaching as a reflective practice: What might Didaktik teach Curriculum?

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    Ian Westbury

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    113 views14 pages

    Teaching As A Reflective Practice: What Might Didaktik Teach Curriculum?

    Uploaded by

    f_md
    Ian Westbury

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 14
    1 Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum? lan Westbury tbo Westby proto fall a atecion athe ery ow har agence, how pcos att are ‘kbatd roused the poets of mana! ‘ara aes, od aa ora = ei [As Sian Hopenann sod Kurt Rats ote Ho ther Intradetion to tis ‘me, Dat Waion aking abot teaching nd learning hat [Sviraly unknown n te Englshapeating wort Although the core ale ‘ole i ten pw texts rom Didekth intended Io inte readers {o this aden in Hs own works, we also argue inthe pages tht flo, Impey i et expe, tha tis Geen ton ol earl a pen: ogling Is wort the sustained and serious attention of those ho ork within the “AngloSaron"=as cur Europeoncallaguce pra ed “eae eestor Wadions. We agus Mal Oak peowdes wae ol thinking hat highigh some very important, and universal, educations ‘questions tha are ot well dee inthe Eas angnge cri tion. Inadnen, we propose that bask sugges ways of ning bot ‘snc some pracslapprosehest, ste ol te cote ass of preservice nd Inservice eduction of teochers, which many recognise ane not being well 1s 6 wasray bundled in American techer education, In his atreductory chapter tots volume, I shatch one version ofthe case that Ive seterted In hese Sentences and. at the sme tine, set to oline 3 rework for easing ‘he chapter that lon Dut posable that there are ways of scssng the curriculum and teacher education that are dierent rom those we AgoSano Know and {al our ways ol thinking about te curse andl ou practice of teacher, dation, mit lar ron? Hopmana snd Rats oie case fr this silence in ther Intraévetien Yo this volume However, Wellgang Wt (4985 se elso chaps. and this volume), one othe most singled ontempoaryscelar tthe Did radon, has sugested tha cur "mth American cues theory, an Dida ate not spot nok eas because they are concerned withthe wae sto eu + Teaching an learning goa 1 The topes and contents tht flow + Organizational forms and tesching and learning methods 20d proce ures, ‘Teaching ad leaening ei, + Prerequisites, disturbing fctrs, and ventional ausay fects +The ways in which Fearing resuts and forme ean be cntelled and voted ‘One implication ofthis kina of titing Is that Dit exn he more or ss ‘rightward assimilated to the categories of Eglahanginge cui. ‘um theory, onthe ater hand, argue here with Honmann and fequas, that, although Didier curricuin theory do adie sis ses or ‘opis, tere are fundameasaldiferances inthe ways in which tational Ameriesn crrculum theory and Date Have posed, od then seus to ‘nower.the questions that flew From these topics These ference provi, itnothing eb, dveton for elaboration wii he cure aon te adn, theres body of aan tat are addeesed mth the Dida trevor hat are simply not asked wih the crc tradition se very imperan ida ao as highly dsvelped (and igh sae) approaches tothe education of trachers Ina low irom it starting putes {hat ae also ot fund in the AngloSason radon of eacher edvaton is these feature of Dida, ap. the ert. ayo NK ao "iain that they represent hat makes ts German tradition ol eduction! ‘ug so teresting for Anglo-Saxons Be wht are these dilerences and Way do ty occa? In he American case the dominant des animating the curl tral ‘on hasbeen ononzaianal focusing the Tsk of bung systems of 1 TaN AS EEE PRACTCE ” choos that have san important par other vel organizational ame otk a “curriclumssrmonia contain the templates lar coverage and Inthods that are seen ae suing, necting oe sontoling eset oe 4 {chal system's, dayby-dayehsroom work, These manuals replat ple ater pce. the somel open categories te national, instattnal ‘realm, but i Seen as aeajr responsibility ad task ofeach school fat to dec, or sll and afer appropriate ble delperatin, what thelorger national creelum mene forts place inthe ight of it ten ‘ances. The ceslng criula are sommes progresive in spt snd {nineties no so progressive but tat erence snl exsental What ‘Shui theca that publ control ofthe sche means hats whatever {be character ofthe curhculum tats developed lr asco! schoo! syst, teachers as employees ofthe schol system have een. sd are fected to “inpemen” ther systems cuses-abeit with verve ne fut-jost a5 9 Sstens business ols are expeod to fnplement 3 ‘stem’ accounting procedures or pts are expected to oll the r= Ios rules governing what they hold do (one Wein, 199) Teachers se tows Candnin and Conselys (192) ap metaphor, sen a re or It pssve “condo the system's or tit’ curriculum decons Crclum asa fel of study wen Area edition has rditionalty sought to addres, and to presrie or, he problems moive in developing 2nd implementing uric smn in this way. Inthe German eas, onthe oher hand, the stte's cancun making ‘snot boan sen as something that could or should expe tet & fetchers work Indeed, teachers are guranteed protcsonl tonory, “eed ofeach," without contol by a erica in the Anercan sense ‘Toe state curiam, the Cetplan, does layout peserbalconeat for teacig but tis conte is undesiond sean atrorative selection rom ‘tural traditions that ean only Become edeative asi interpreted ond aren Me by teachers-who are sen, the tn as ormatively deste Lyte elusive concept of dung or formation, na by the ways of thiking found i the "tof Daa Thus, Dial i centered onthe forms of retsoning about teaching ‘propriate fer an autonomous professional teacher who hes complete Iredom within the famework of the Letypion to deveog his ox het ov apptoaches to tesching. Deak sa eptem for thing about the prod Jens ofthe curiam snot entered onthe task of esting and monging the work of ste of schools. sertinga.cticukm Sor thi eho or ihisdstric stead Oak ne Wal (18) put rondes teachers ‘wah ways considering tbe esse what, now, thd why qvestons eau ei eaching of te students hse cnsroome Taser, of couse the ‘oe issues that are the heart of rfc practice of fevchin! Wain Dida the range of possible anawers to these qutstons rte elbo 18 esau ted to become Into, amarok for structrog and sometinesassss- Ing, the larger rotonales teacher have forthe assroom work. The ce Italy ida ges to such ranales for teacher tng roll ‘farting pit tat every teacher mest, neces, assume role a els tive eebeational (apd eurelum) tears Im det to each anything any ‘vere Table 1 spit out hese core assumptions of the Geman Dida Und const ther withthe core sasurptons of he Anglo Saxon cai. Tum rain. "az Ihave suggested, is thse starting points around Dida, snd the ways in which they ae elaborated and worked out elation to the des af Bildung, that makes this tadton so interesting to those (om futsice its northern and mig Eiropean worlds. Dislikes ays of thinking sbout Issues tat have been oth poi, barely denaed and erly ot elabortea In American eeisinal tear. We argue hs ‘ole hata bette-devcloged elainship between curriculum and Dae {x would promire a great dal or Anglo Saco educational thoor, core ashley ad teacher elaration However sing the promise a Dak kes work-becae, a Rel (1995) pote out, he Dido radon, ike {he crcl traction rted inthe partir of atonal stony, ‘onl habits, and national aspeations. ‘nse ties Sano Sines os ealreoen) Som sco stesso ec eae (roves no Secrtinas, a | reoG ASA erscerRACrC " tothe blunce ofthis chapter, apne these lames In so done tame this book-by et llerng nterpretsons othe tradtuonl Anglo: ‘Shon curcutm theory and Dati dus a8 Weahypen ea ten ‘ampuring them I conchae by ouining & Irametork that ters ey of ‘Sein the consrucive relaioasip between Ihe two dion tat we ‘eetowen we come to ow each eer beter “Curicalurn Theory and Research evened aed The soe and var worl [eee ete snue The to orden rt poze ere to ‘lS ip he Seca nlc hy i oy The edefed inst Deer secon tat lor taen hepeston “Show they ato rete sobs atures feat hy have complete {fexdor to aero thee (et 188 testa our analy by saving close to the pais cream ork {ound in he wort of American school, lo the esse elements of corriclr sues can sil be renal described wii the ramewerk ot Se inthe core tet ofthe fi, Rash Tyler's (199) fase Princes of Circe and fatten thatthe Tyler Ratna” the test Othe ‘atoate, but ao inthe rested naionatelacl pass symbolizes the ‘eto dint hemes and several sues; nd athough these apes ‘ euriulum thinking are generally seen as fused, the elles dilrent Strands in Armeriean curiam theory-and become dierent ise vac a, there is Ube asunpton that Rid (188 ented tha the wel that the shoot seks to elec Is objective and canbe "rendered ito fei to be learned (p.18}-an assumption that leads oeweably and a the same time isa result of) a menageralIrsmewor for, ft, cure development and rpcileaton and ater or the conta and vation of the eflectivenes of educational "service delivery" The core creo ‘ecinloges of planning, objective wetng instruction, last development, Ad curculan ealoston flo rom the lage Iramnewo ‘hi sructure Seen a5 ratanal that assumed tals posible to speiy ast of ordary steps sting out ow an optima erica ean be ere the Kanara ie YOST ale Hea ad Te by the steps of assessing (3) subectmatters and the “heed of shies ‘8d society and (b) serening what emerges fam ths aval by way of "een pst tere thee Aen se Webs (2) ssn rogmative and 2 paycholoye! analy. The conlstos of such analyses Dronde the buss om which the aa oft zehoal ean emerge which oe Intern wanslormed ato courses and us with ther Behavioral sbjectves— from which istrucional methods, forms of studeatassessine and cr Fielum evaluation lew: This eeiuation proves, In tn tndback to he {urulum developers and teachers abou the qual and appropriateness Othe work What happens In dassrocms asa crtculum Is rarsormed Into teaching snot seen as a malor probs assumed that teachers an or shuld, fathity implement the curaclum If ts well developed nd leschers are appropriately prepared to use ‘The second strand Inthe Tylor Retonale and in Arerean cuscwar tmought more generally, gies the Held rlorming. ae tint tom Ke ‘manager themes, Th Second strand, which emerged n the 1520s and sits, conan thre dsparate aspects: Fst curcuum work Incorporated mo tsa he progressive movements ofthat pei fr the ror ofthe edagogy of the elementary schoo: second, It pcked up these of tas, sssoited withthe wegence of mass tema! secondary edvcatlon as istint rom the ete preparatory secondary education ofthe 1h a exp 2h centuries. This transton required both oelogicl ape publ leg ‘maton ofthe curcuar changes that were sen asthe necessary concom- {ants ofa "new schoo Intended to serve new clases of pups, a the communication of the socal inventions that accompanied the new schoo! fl the American 188s, the comprehensive, “democratic” high school. The urneulur fell took on ths tas of elogcal lettin ofthe new way (or teachers and the task of Teaching” teachers and school aiistators ow he new ways ight werk "These communicative, educational take ofthe caecum Geld, which necessarily involved some distance ro existing insitallona categories andthe ogaization ofthe then schoo, were taken up agressive by the ‘nw class of urversy inteectals" who addressed the curiam peo fem” With the etry of these intellectuals 10 the center of the activ ‘cticlom sides sesumed ite moser orn R became a expert ndesvor that souphs to support, ralonnion rect and lepinate changes Delng ‘Undertaker ia the schoo or changes that shane underisken in school [Athough tis movement denies Hell with he cuerelum, and Wh the ‘work ot progressive schools atte, school, and teachers, the arget was {lth “system” abel a relrmed system (ee Doyle & Westbury, 152 ERI DIE “The three pray themes cing around al Amecan Glaio cureutur folow om this history ard Is embeded cultural unr Slapdigs end instons. Fst, as tbe formal plan of work for & pe Setemned and centrally managed communiy-orpaionwie eae deli- feyoyem al lsusson ofthe euricuum samedi tr of conceptions Tico ASA sereceve race 2 bie "ees" wth the schol bin sen a the ageny fo ast those nade by way of he stored (an cold) propa. No oer eneepton is avateble win the dinar Garvin hery aon ot i polcymaling ate. Second corn ining roca sso ‘edvwh notion of oderzaion andlor fhe shoo Beth the tlomingYetres andthe systone tenses tha wre the foc of ‘uc radionel cries thaoy eit ochnge sod ect choos ' hsttutions, ot to manta ar suport thet of ree the ng ‘ote work fh teachers! ily wei the anager perspective {arr echers ar aways teil agen the te, ea Samat” and ected bythe sytem snd nots sours fama toes Tl starting pit ect ie ton eng echasare {Got the) major bake bn te innovation, change an orm th he Sol alwaye see ore al rq in the fooeladng page of ns ‘over tis his ew ofthe teacher tephra carlo {tet repetet poraps the major sure of nero tesion mn cote or, resesve curct heory and pr Aa oT ave Deca Feeaudowig the respective ews ofthe escher,od Uf the {etter given whi tha theese ad ional seme tnt rep {ent the mos gana dileene In wewpoltbeiwcon Dik and pIDAKTIK For Biropean sunt, (he wots that sacton se! Nel ere Peseta bj. Thre are hegre earned bat se ‘ode encouraged to “lt thera eur” et. 13 ‘Te -Deater oes ot ep by asking a let ete Row a pt ante ledtowara oi ef mow, does ewe sacha ster ‘Soul be abe to doo know. The trae intr the po at {prospective objet fearing in tome ol Bp aks wt cn an ‘oul sgn to he seen a haw sve tensa can haces ‘perience signee, (ra, hap. 2h volume) ‘The instuiona and ideologieal form ofthe Anercan (pu) schools ‘eran thos the instal cones forte Areca or ol the eae ln nd. curtclun studies tht | described eare,emerged the lege tet te Unted tater afte thcento anders reoonse tothe problem sort wih cet ocean ste lr ran mass mentary ection se Rasl 1 nab) The coe ‘etree instinct the contepoay Camo sel ‘puem are assoated tory th he Ojai or de ee n west ‘ry shoo, th he at decades ofthe I centry ap the Hes decades ol the 1h century, and predate both Gernany's urbanization and Ue mergence of be educational and eureaa sytem ol the Alor ‘an word This Garman world was, in Gratons (188) wonderful words." ‘omety ape of Bederer,Bisng apd Bes. property}, populated bythe large provincial burghers of small provincial ce, and nly occ ‘onalyblackaned by the stoke of stall cory” (p18) The very ‘terest contexts emergence of Didnt and coresum sudestnzecty Sutra embeded systems for schooling le tthe eat ofthe tet Teco ood practical ilerence Between the twos Lt me ely race Sone of te trbtaris tht have Nowed into modern Diab “The German states developed systenatized edvatonal administrations in the 1th century an he Get decade othe 1th eer, extended the scope of he acnniatstion tothe arial, and lle 8800 eacher ‘seston forthe Gymnasium snd the elementary scoot Bot these sates ‘id not asume responsibly lr the sect management of he peeing ‘networks ef schoo sdminstred by churches, towns, nd foundtions, bat, ae, thes ial focus of concern, the Lelplan or the satepreseribed ‘ocr, Wasa set of guidlines to regulate the subjects and opis to be taht ia these shoals, School, and Inter ined Teaches, ete Teens fo Tesch the topics oatined inthe Lebo: thor, school and ‘aero had instructional plans, but schools and lea admins tt ld a ave curl The management of scoala teaching ard ning or escing wa thus decoupled tom the dea ota core ‘ven the prio exitenceoftongsanctoned newerks of schools that he state dl ot have the pow o control administrative expediency played ‘sn importa role inte development ofthese nsttunal pattems. Bt the sare tne, the leone sesaciated wth the larger contr of the (German preersions-tacions tat are ery diferent frm these of the Englshspesking workaso payed an iportent vole the emergence of {he modern Dsl “I tamer tr all atm potssans was (and i) es dependant ‘on the state and on the dea of profesional Heensing. censure gives 2 ‘tested igh of sutonomour practice by proesioals win he {fates legl and séninstratve irameworks. The prerogatives symbole’ iy sc heeosre ar, in rn, derived fom the Cerman syste of higher ‘cation and state examination of prolessonas, Within tn lramewor, Iigherocation andthe state wrk inthe efor ate at, Soros (1800) words: pte seer era duct (Bar) at pecs or an ees ‘ted soca pueien, + modeum eat schol wage (sen “Mo hts csr lr Senna proti so ld some dere | mae AS HERCTHE PACE 2 nde nig (tie fctg abroqenpac eng Be cm tn yee ty he en ie ‘erm scans Scone sere teers) “st a5 the lw" provides the ramen and the rationale for 2 lawyer's prolsional wort, ida was to emerge o provide rationals within the {ens ofehich protessiona” teachers coud ven abo and if necessary een, thet nterpretatons ofthe Lebpln asthe sthorative adit the umework for thet profesional work. And overtime Dalek became, 4 Hopman nd Gundem (88) pointed ext, the common “Tangusge by ich state administrators, pineal, teachers and others inva i {he process eaucation, could communicate bout how to work within the lramenork” (931) a he Zetptan, “he frm and manner othe intertwining of he sate an te university ‘sound the proessions teary 1th canary Gorman alo shat tha the {wolesslons, and partiaary Gyanastam or seadomic secondary sch feichess and teachers pedagogies seminaries, were infvenced, i nays ‘found at any tine In American pe schootg, ty evtual sues ‘he complex sans of noence that lollowes trom the wets ceta i the feat ofthe lealony of nodern German teats and teaching, and hyd a cece role tthe craton of bth the inlet aod the pro fessional rameork around tesehing that wns to dtr the esc character ofboth adtonl apd moder Dak, One stand oti al ce wis gute fedamenta Inthe middle years ofthe 18th century, Saatueoechate, he scences the sate, dominated baths edueated public epion nthe Geean ands tnd were the cut edge of unierty change and selon? These state cence cellecte a larger sterentn peactel nd ulitaran images ofthe ‘cll oder, the economy, and human natore, Thnk about edvestion, Phage was sen fom ths Wewpoin 8 form of Inductive scence that ‘aught to develop an understanding ofthe unwealrinples governing harman growth and th "a of applying those pines Te Itvcetury ‘Shasaisensctaten were, of coure, the precursors ofthe “ecenees of ‘eek tha sociology ad economies, ae the lvl, ha Py tology, that emerged thelr modenn fori the 18h cent and, ‘ue, bese the sciences that American Schoo leaders nd researchers ere to we the 2th century, to ast and atonal the reloras of “thong re s However, nGermany In thelat years ofthe 1h contr, new" ern ‘energed o contest theology of Statexronacofen, Instead eer Te ere Sour of Sthumenchin he an 8h hee tnd (a ing the prospetity, order, and opportnty tht was possible i a propeiy constituted stat, te new generation of nerhumanits wold wrte thas Tete edo ao that hich speedy the ern an imei ne oeson a at suggested he vague cen theese ‘sndmostharnaios develope ola povetston compte sndeonnsees ‘mole: Combai Hp 1D Tals movement, with the word Bingo rntion” as ts “ebodeent.* ‘wos decisively important forthe treo! German thing sbouttenehiag ‘nd schooling and ot the Garan profession and culture mote genealn "overwhelmingly eapared the heart nat only of univers humanists se ‘lassicies, and the Gymnas teachers and the roesionle who rad ated trom their clases and seminars, but sso much of Gorman caere nee Lous Dumont (1559 lssinting sty, German Klay, eploes the ‘es of Bldg with ts bs and awe a “nepreaenttive the strtyof ‘German eure nthe It and 20 canes ‘he German ntesta et ony gre soity (Celica) the watow 0% ie wor, bt he sae nse ee hs ae ‘on nv and devote alin carta ihedevomes lepers Thre te lmou eal of Ang or wabctrnons Wee tae ‘ity wie Doty character a tt sgh un. On th one eg on ti Wen ci rnin ‘ete mie ants cae snieene sea te peat ene pare en eS ey ne ewiomaatr nec tonew aim atest eae ‘slash ae tinte eaten oishcin rete acheter ac omg tat snes Spt Staats OT Redes mma 2 mcr Se, eabonted (Sin eat cet tac mii copond tn sees ana aes ae sy ‘inuyasha Sa ha ee "ites ae noe a es esa Etre tow aarti 1 ACN aera acme as an tees ale sua in mace, fhe commits to ‘a holte teeing and erat, Opie ater men, hee a enouneed ner delgmen Inca» cty exc yatended a (pp. 9-8) Unie he inpuse of naahumanen, formative ar develope! ot edviduly was sen o occar ara rest the encounter of ence th beauty and charactor in Werte a societies, an i ells at parila the lasieal Gree etre, However the et! frm of tie fener in Schools and universe Inthe st halo he Sth cents ‘ws wa teaching the methods necessary forthe dle, crea ending of {betes hat embocied that etre tetching tha was potted toward the {nfependent, scholarly analysis of tho tents to went We knowledge of {heancient wort. The graddate of sch teaching were socalled te eae Uhemseves as scolars teaching potential solr the hls needed odo Hany discipline “esearch (rato, 1385). However, i the last decades ofthe IO century new generation of ‘dangcentered teachers in Gynatien, in polagogeal seminaries lor ee ‘mean teacer education. abd in unvesiybosed pedagogies! renciors fer Gymnasium teachers began to aviclste new conteptons a te leacer’s rolemathough twos oe that contmved to draw Newly othe then century-old ea! of Bildung Thus, egining around the mean), yrmasiom teachers began to nage thmscves not as pte sola lather own rigt beter, a eta leaders whe had a thet cet ‘espe the tsk of teaching a2 way that would and shuld eeate leita a sche! and a midle-and uppercase ei culture that wos sen 8 8 iy and formulaic (Pyenson, 95) Tis new sellconcepton the mmasion teacher fase! we the widespread seceptance ofa" “erie” teaching prac that sav waderstanding as apres of econ Ingto be nurtured by teachers as they rele and crite simple ees {ees pss, math, and 0 o,f ays thet permite stents to sty arp them I students were ath inthis way as Ble thet they could and would actively partis thir on formation a eat tothe compreensive worldview tht wat ninaoet in sa. the scencen, Mathematics, or Grek and Latin Merstre Inthe same period both pedagogic! eeminares and sat examinations ‘0 prepare andy cen lementary stool teachers aad stat ean Ballons forthe ter icensing ol school lesers were being sta. “tee The ned ora content” "OF Wee lions slimalaesd a ditcene of exploration of the ideas of Bildung and the edcationl theresa err Pesala, Froebal, andthe Hke-which tse inthe emerges ala ailgemeite Dita (ce, a gener “wholecariealun” Diao ae inet tor the Fact, subjetased Dnt, ofthe Cyne sium) i was fro these seminaries that the fst systematic compliations ‘of Dida thought were to emerge fo elementary teachers andor the teacher educators wino wanted slongide then the Datla body of Drfessonal snowedge spect that work, wae euch fo tc eventual Pretecsonaaton, “The tower bsunesearetiche (Bdangeheory) and halriiereiche (Galture theory) Did taditons tat Ranch describes in chapter this Volume, emerged in the lst year ofthe Sth centr and te fat decades ‘tthe th ceitry out of thas teas of tog aboot thea ol esching “Tis new Diab Drove togetter, and elaborated wthn the enue of 4 new discipline of Padang. or eduction, the central ess and ap pouches a both the elementary sehoo-based aiemeine Dial nd the Secondary sthool-esed Foch wel any ements urea ‘hecentury German culture. Ths, lor tbe group around Herman Nol (579 19650 atte Univers of Gotlnge, te Getesenntat himanecence) perspective of Wiel Dithey, wth is emphasie onthe necesity of @ Feemtepeutcovemtion in reszarch in the human scenes, provided the starting point ora highly elaborated version of tgsteoeiche Dat, {he gesuisenscaliche gp that hina since theory 0 ‘ation (eee Wen. chap 6, thi volume), that had tits cener both an ‘xpletlyhereneutie Dida ae well x the pris concern ot 2"po. fresh" reform ofthe schoot. The most developed racial form ofthis hhumansclence Disk is represented in this volume a Wallgang Kiss “Dida Analsis as the Coe of Preparation of Instruction” (eve chap 8 this vue ee also chap.) but we mea ee its hameneute orientation im both “Deak asa They of Educatlen® (eee chap. 6 this wre) by Eich Wenlger, Noes successor as lender of the Gatger Shula Nekvich Roth's "The Aro Lesson Prepaatlon” (see ehap thi volume). ‘Although the fms ol schooling and teaching assocated an iegiimated| by the Ideal of Bldung were to change In th course ofthe 1h and 2h enuries®Bidungeenteed humanism ae an des aie nates rch ‘of German education em both empircin ail the ea that edveaton that is Padagel, cul bea efence until we fot the L.A ontemporory ‘idngshcoreshe Dial ne he sbjectnatter Olt! fae om i conte fo be centered onthe wen of Bildung and on te eal ofthe teacher asa reflective prolssional worng within ut oa dete by, the tho sya Ce bt et hs ae gig at

    You might also like