Titlebook: Non-affirmative Theory of Education and Bildung; Michael Uljens Book‘‘‘‘‘‘‘‘ 2023 The Editor(s) (if applicable) and The Author(s) 2023 Ope

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Cirrhosis

frozen-shoulder

Knowledge, Values and Subject-ness: Educative Teaching as a Regulative Idea of School Development inding to my thesis, school teaching that is understood as non-affirmative must consequently be conceived as educative teaching, or more precisely as educative teaching under the claim of .. To justify this assertion, I first describe non-affirmative education as an irreducible nexus of discipline, te

ascetic

Herbart’s Educative Teaching in Times of Big Data-Based Measurement and Assessmentbased practical culture and the Bildung process (.) of the children has continued to provoke discussion among educational scholars. This chapter then attempts to rethink the teaching-studying-learning relationship in big data-based measurement and assessment by returning to the classical didactics (

歡樂中國

Bildung-Centred Non-affirmative School Didacticsol didactics and learning. Psychology Press, Hove, 1997). Despite differences in terminology,?non-affirmative general pedagogy and school didactics have similarities. First, inspired by the early reception Hegel-influenced education theorizing in Finland (J. V. Snellman, Z. J. Cleve), school didacti

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NATAL

Forgotten Relations Between Justice and Education: A Non-affirmative Education Approach economist, utilitarian, neoliberal and performative interpretation of education and schooling. While a social justice perspective is valuable, it is limited. We need to broaden the view and aspirations of justice to include intrinsically educational aspects. Only when justice is linked to the ethic

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microscopic

Hermeneutics in the Non-affirmative Theory of Educationchapter consists of two sections. The first section outlines why we need different notions of . and . for talking about the premises of pedagogical interaction and, in addition, about the results of Bildung. Three pairs of subjectivity and intersubjectivity are identified: as anthropological precond

BRAVE

Pedagogical Experimentalism and the Principle of Verification. A Quest for Non-affirmative Education a non-affirmative theory of education necessarily calls for a non-affirmative concept of educational research. We argue that dominant paradigms of both qualitative and quantitative research on education, respectively, assume a specific affirmative stance, which not only leads them to ignore the pro