Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark

Authors

  • Helen Avery Lund University
  • Monne Wihlborg Lund University

DOI:

https://doi.org/10.47408/jldhe.v0i5.152

Keywords:

higher education, Bildung, reflection, holistic, teaching and learning practice, speaker, negotiation

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 standardised evaluation, as well as reasoning/speaking as an emancipatory force, and teaching as explanations. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is who can become a speaker. What are the terms for negotiating meaning? The study builds on qualitative interviews, and the analysis remains close to the narratives. Ways university teachers interpret Bildung are investigated, how they implement their aims in practice, and how their interpretation corresponds to institutional constraints and visions. In this article, three cases are presented, as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers' perception of student learning and other outcomes of a Bildung approach are discussed. In particular, the importance of a space for negotiation and becoming a speaker are stressed.

Author Biography

Monne Wihlborg, Lund University

PhD Associate Professor, Faculty of Medicine, Lund University, Sweden. Monne Wihlborgis a co-convener of the European Educational Research Associations in the network Research in Higher Education. monne.wihlborg@med.lu.se

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Published

18-03-2013

How to Cite

Avery, H. and Wihlborg, M. (2013) “Teachers’ interpretation of Bildung in practice: examples from higher education in Sweden and Denmark”, Journal of Learning Development in Higher Education, (5). doi: 10.47408/jldhe.v0i5.152.

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Section

Papers