Evidence-Based Education in Discourse around the Concept of Bildung

Tomislav Topolovcan; Snježana Dubovicki

doi:10.18690/rei.3576

Tomislav Topolovcan University of Zagreb Faculty of Teacher Education
Snježana Dubovicki 2University of Josip Juraj Strossmayer in Osijek, Faculty of Education Cara Hadrijana 10, 31000 Osijek, Croatia https://orcid.org/0000-0003-4770-3371

Ključne besede: didaktika, kurikulum, izobraževalna politika, zgodovina izobraževanja, avtonomija učitelja.

Povzetek

Namen prispevka je z uporabo teoretično primerjalnih in zgodovinsko metodoloških pristopov obdelati, primerjati in povzeti značilnosti, zgodovino in odnos na dokazih temelječega izobraževanja in koncepta Bildung. Posebna pozornost bo namenjena razmerju med kontinentalno evropsko didaktično in anglo-ameriško kurikularno tradicijo ter pomenu učiteljeve avtonomije in (med)nacionalnega zunanjega vrednotenja dosežkov učencev. Na dokazih temelječe izobraževanje zmanjšuje avtonomijo učiteljev. Iskanje sinergije med omenjenima konceptoma lahko štejemo za sodobni sveti gral izobraževanja, ki ga najverjetneje ne bomo našli v teoretično-metodoloških razhajanjih.

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Autio, T. (2017). Curriculum theory in contestation? American curriculum, European didaktik, and Chinese wisdom traditions as hybrid platforms for educational leadership. In M. Uljens, and R. M. Ylimaki (eds.), Bridging educational leadership, curriculum theory and didaktik (pp. 257–282). Cham: Springer.

Baker, D. P., Akiba, M., LeTendre, G. K., and Wiseman, A. W. (2001). Worldwide shadow education: Outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational Evaluation and Policy Analysis, 23(1), pp. 1–17.

Biesta, G. (2007). Why “what works” won’t work. Evidence-based practice and the democratic deficit of educational research. Educational Theory, 57(1), pp. 1–22.

Biesta, G. (2010). Why “what works” still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29, pp. 491–503.

Biesta, G. (2020). Educational research. An unorthodox introduction. New York: Bloomsbury Academic.

Blankertz, H. (1982). Die Geschichte der Padagögik: Von der Aufklärung bis zur Gegenwart. Wetzlar: Büchse der Pandora.

Bray, M. (1999). The shadow education system: private tutoring and its implications for planners. Paris: UNESCO: International Institute for Educational Planning.

Bridges, D., Smeyers, P., and Smith, R. (eds.). (2010). Evidence-based education policy: What evidence? What basis? Whose policy? West Sussex: Wiley-Blackwell.

Černe, T. (2022). Uporaba podporno avtonomnega ali kontrolirajočega motivacijskega stila poučevanja pri specialnih in rehabilitacijskih pedagogih. Journal of Elementary Education, 15(4), pp. 475–492.

Detrich, R., and Lewis, T. (2012). A decade of evidence-based education: Where are we and where do we need to go? Journal of Positive Behavior Interventions, 15(4), pp. 214–220.

Dubovicki, S. (2017). Futurološke metode istraživanja. In S. Opić, B. Bognar and S. Ratković (eds.), Novi pristupi metodologiji istraživanja odgoja (pp. 203–221). Zagreb: Učiteljski fakultet.

Dubovicki, S., and Topolovčan, T. (2020). Through the looking glass: Methodological features of research of alternative schools. Journal of Elementary Education, 13(1), pp. 55–71.

Gundem, B. B. (1992). Notes on the development of Nordic didactics. Journal of Curriculum Studies, 24(1), pp. 61–70.

Gundem, B. B., and Hopmann, S. (eds.). (2002). Didaktik and/or curriculum: An international dialogue. New York: Peter Lang.

Guyatt, G., Cairns, J., Churchill, D., et al. (1992). Evidence-based medicine. A new approach to teaching the practice of medicine. JAMA, 268, pp. 2420–2425.

Hammersley, M. (2005). The myth of research-based practice: The critical case of educational inquiry. International Journal of Social Research Methodology, 8(4), pp. 317–330.

Heinrich, M. (2015). Metamorphoses of pedagogical autonomy in German school reforms: Continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection. Nordic Journal of Studies in Educational Policy, 2, pp. 51–61.

Herdt, J. A. (2019). Forming humanity. Redeeming the German Bildung tradition. Chicago: The University of Chicago Press.

Hopmann, S. T. (2008). No child, no school, no state left behind. Schooling in an age of accountability. Journal of Curriculum Studies, 40(4), pp. 417–456.

Horlacher, R. (2016). The educated subject and the German concept of Bildung: A comparative cultural history. New York: Routledge.

Jokić. B., and Ristić Dedić, Z. (2007). U sjeni: privatne instrukcije u obrazovanju Hrvatske. Zagreb: Institut za društvena istraživanja, Centar za istraživanje i razvoj obrazovanja.

Krmac, N. (2022). Interpretativna raziskava in njena uporaba na pedagoškem področju. Journal of Elementary Education, 15(2), pp. 261–284.

Krogh, E., Qvortrup, A., and Graf, S. T. (2021). Didaktik and curriculum in ongoing dialogue. London: Routledge.

Krogh, E., Qvortrup, A., and Graf, S. T. (2023). Bildung, knowledge, and global challenges in education: Didaktik and curriculum in the anthropocene era. London: Routledge.

Lagemann, E. C. (2000). An elusive science. The troubling history of education research. Chicago, IL: University of Chicago Press.

Lundgren, U. P. (2015). When curriculum theory came to Sweden. Nordic Journal of Studies in Educational Policy, 1, pp. 5–13.

Maaser, M., and Walther, G. (2011). Introduction. In M. Maaser, and G. Walther (eds.), Bildung. Ziele und Formen, Traditionen und Systeme, Medien und Akteure (pp. XI–XV). Stuttgart: J. B. Metzler.

Oelkers, J. (2004). Nohl, Durkheim, and Mead: Three different types of “history of education”. Studies in Philosophy and Education 23, pp. 347–366.

Oelkers, J. (2006). The strange case of German “Geisteswissenschaftliche Pädagogik”. In R. Hofstetter, and B. Schneuwly (eds.), Passion, fusion, tension: New education and educational sciences: End 19th – middle 20th century (pp. 191–222). Bern: Peter Lang.

Ornstein, A. C., and Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Essex: Pearson.

Pettersson, D., Popkewitz, T. S., and Lindblad, S. (2017). In the grey zone: Large-scale assessment-based activities betwixt and between policy, research and practice. Nordic Journal of Studies in Educational Policy, 3(1), pp. 29–41.

Plavšić, M., and Diković, M. (2022). What is most difficult in a teacher’s job from the perspective of teachers, students and parents? Journal of Elementary Education, 15(1), pp. 31–50.

Riquarts, K., and Hopmann, S. (1995). Starting a dialogue: Issues in a beginning conversation between Didaktik and the curriculum traditions. Journal of Curriculum Studies, 27(1), pp. 3–12.

Rømer, T. A. (2018). A critique of John Hattie’s theory of Visible Learning, Educational Philosophy and Theory, 51(6), pp. 587–598.

Sahlberg, P. (2021). Finnish lessons: What can the world learn from educational change in Finland? (3rd ed.). Teachers College Press.

Simpson, A. (2018). Princesses are bigger than elephants: Effect size as a category error in evidence-based education. British Educational Research Journal, 44(5), pp. 897–913.

Smeyers, P., and Depaepe, M. (eds.). (2006). Educational research: Why ‘what works doesn’t work. Dordrecht, Netherlands: Springer.

Smeyers, P., and Smith, R. (eds.). (2014). Understanding education and educational research. Cambridge: Cambridge University Press.

Stevenson, D. L. and Baker, D. P. (1992): Shadow education and allocation in formal schooling: Transition to University in Japan. American Journal of Sociology, 97(6), pp. 1639–1657.

Terhart, E. (2002). Changing concepts of curriculum: From „Bildung“ to „learning“ to „experience“. Developments in (West) Germany from 1960s to 1990. In B. B. Gundem, and S. Hopmann (eds.), Didaktik and/or curriculum: An international dialogue (pp. 107–126). New York: Peter Lang.

Tomlison, S. (1997). Edward Lee Thorndike and John Dewey on the science of education. Oxford Review of Education, 23(3), pp. 365–383.

Topolovčan, T., and Dubovicki, S. (2019). The heritage of the Cold War in contemporary curricula and educational reforms. Center for Educational Policy Studies Journal, 9(2), pp. 11–32.

Tröhler, D. (2011). Languages of education. London: Routledge.

Tröhler, D. (2016). The medicalization of current educational research and its effects on educational policy and school reforms. Discourse: Studies in the Cultural Politics of Education, 36(5), pp. 749–764.

Wermke, W., and Salokangas, M. (2015). Autonomy in education: theoretical and empirical approaches to a contested concept. Nordic Journal of Studies in Educational Policy, 1, pp. 1–6.

Wrigley, T. (2018). The power of ‘evidence’: Reliable science or a set of blunt tools? British Educational Research Journal, 44(3), pp. 359–376.

Na dokazih temelječe izobraževanje in koncept Bildung

Povzetek

Prenosi

Literatura