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.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hj-21367 |
| Date | January 2013 |
| Creators | Avery, Helen, Wihlborg, Monne |
| Publisher | Högskolan i Jönköping, Högskolan för lärande och kommunikation, Lunds universitet |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Article in journal, info:eu-repo/semantics/article, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Journal of Learning Development in Higher Education, 1759-667X, 2013, 5, |
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