| 1. |
- Avery, Helen, et al.
(author)
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Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
- 2013
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In: Journal of Learning Development in Higher Education. - : Association for Learning Development in Higher Education. - 1759-667X. ; :5, s. 1-20
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Journal article (peer-reviewed)abstract
- While higher education is expected to prepare students so they can reflect and act in relation with a changing world, many structural forces instead favour procedural learning. There are fundamental contradictions between the aim of independent thinking and using standardised assessment, as well as between reasoning/speaking as an emancipatory force, and teaching as explanation. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is how we determine who can become a speaker. What are the terms for negotiating meaning? In this article, ways in which university teachers interpret Bildung are investigated through qualitative interviews. Three teachers were asked how they implement their aims in practice. The three cases are presented as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers’ perceptions of student learning and other outcomes of a Bildung approach are discussed. In particular, the article stresses the importance of a space for negotiation and giving students the opportunity to become speakers.
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| 2. |
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| 3. |
- Wihlborg, Monne, et al.
(author)
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Det (sam)skapande mötet i högre utbildning
- 2014
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In: Att växa som människa - Om bildningens traditioner och praktiker. - Huddinge : Södertörns högskola. - 9789186069926 ; , s. 251-272
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Book chapter (peer-reviewed)
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| 4. |
- Wihlborg, Monne, et al.
(author)
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Higher Education: Commodity or Space for Learning: modelling contradictions in educational practices
- 2011
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In: Power and Education. - Oxford : SAGE Publications. - 1757-7438. ; 3:2, s. 104-116
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Journal article (peer-reviewed)abstract
- In this article the authors reflect upon and critically examine signs of a contradiction in higher education which they discuss in terms of the tension between 'use value' and 'exchange value'. Use value here represents learning as something valuable ‘in itself’ whereas exchange value represents learning as an achievement of grades and credits to be ‘traded’ on a market. Their aim in this article is to present a model based on the concepts of use value and exchange value, clarifying how thye might relate to surface and deep approaches to learning. The model is suggested as a device to explore and analyse local tensions emanating from the contradiction. They also argue in favour of a pedagogical philosophy based on the notion of community.
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