Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education?
Peer reviewed, Journal article
MetadataShow full item record
Original versionJournal of Critical Realism. 2019, 18 402-419. 10.1080/14767430.2019.1655254
This article addresses the concepts of competence and Bildung in contemporary education and how critical realism may contribute to reconciling these positions in a more sustainable theory of learning for the twenty-first century. Using the recent curriculum reform in Norway as a backdrop, the article discusses how unresolved disputes between competence and Bildung can provide fertile grounds for dichotomous theoretical positioning in research, short-sighted cherry-picking in policy and instrumental practice in schools. The author argues that it is possible, building on a critical realist ontology and learning environment, to resolve such disputes. Efforts to do so are needed to develop a better explanatory theory of learning and to mobilize research efforts to revision education as a protective force against unsustainable development.
Tilgjengelig fra 20.02.2021 / Available from 20.02.2021