Table Of ContentBildung, Knowledge, and Global
Challenges in Education
This book offers a critical and reflective discussion of contemporary challenges
for education relating to sustainability and post-factual truths in light of the
concepts of knowledge and Bildung.
The book uses the concepts of knowledge and Bildung as keys to grasp what
education is, and how the different educational traditions can complement a
better understanding of challenges to education. Knowledge is taken as the core
of the Anglo-American and French educational traditions, and Bildung is key
for German and Nordic Didaktik traditions. The book presents comparative
analytical work from international scholars who discuss Bildung aims in the
light of sustainability, and knowledge in light of the ‘post-factual’ era.
Building on the 2021 book Didaktik and Curriculum in Ongoing Dialogue,
the book will be highly relevant for researchers, scholars and postgraduate
students in the fields of educational theory, pedagogy, curriculum studies and
comparative education.
Ellen Krogh is Emerita Professor in the Department for the Study of Culture,
University of Southern Denmark.
Ane Qvortrup is Professor in the Department for the Study of Culture,
University of Southern Denmark.
Stefan Ting Graf is Associate Professor and Head of the research program in
general didactics and pedagogy at UCL University College Denmark.
Bildung, Knowledge, and
Global Challenges
in Education
Didaktik and Curriculum in the
Anthropocene Era
Edited by Ellen Krogh, Ane
Qvortrup, and Stefan Ting Graf
First published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2023 selection and editorial matter, Ellen Krogh, Ane
Qvortrup, and Stefan Ting Graf; individual chapters, the
contributors
The right of Ellen Krogh, Ane Qvortrup, and Stefan Ting Graf
to be identified as the authors of the editorial material, and of
the authors for their individual chapters, has been asserted in
accordance with sections 77 and 78 of the Copyright, Designs
and Patents Act 1988.
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
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explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British
Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-032-24582-9 (hbk)
ISBN: 978-1-032-24583-6 (pbk)
ISBN: 978-1-003-27936-5 (ebk)
DOI: 10.4324/9781003279365
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Contents
List of figures vii
List of tables viii
List of editors and contributors ix
Preface xiv
Acknowledgements xv
Introduction: Bildung, knowledge, and global
challenges in education 1
STEFAN TING GRAF, ELLEN KROGH, AND ANE QVORTRUP
PART I
Bildung in light of sustainability 15
1 Education and Bildung in the Anthropocene:
responding to COVID-19 17
NORM FRIESEN
2 Bildung faces globalisation: theoretical reflections,
empirical findings, and conceptual considerations
for didactics 34
ANNETTE SCHEUNPFLUG
3 Teaching for the Anthropocene: Bildung-oriented
education for sustainable development in a
subject-specific curriculum 53
NIKLAS GERICKE
4 Bildung, diversity, and spaces in didactic practice 70
HELLE RØRBECH
vi Contents
PART II
Knowledge in light of post-factual truths 89
5 Public schooling in a ‘post-factual’ society: a call for
historically nuanced discussions 91
KIRSTEN SIVESIND
6 Deliberative educational traditions and the
post-truth society 113
JIM HORDERN
7 (Re-)arranging school knowledge for Bildung, or:
school and curriculum against post-factualism 130
EWALD TERHART
8 Utterance theory and validation of disciplinary
knowledge in a ‘post-truth’ era 147
SIGMUND ONGSTAD
PART III
The question of normativity 169
9 The question of normativity: examining educational
theories to advance deliberation on challenges
of introducing societal problems into education 171
ELLEN KROGH, ANE QVORTRUP, AND STEFAN TING GRAF
Index 203
Figures
3.1 Venn diagram of contributions of science, social science, and
language teaching to ESD 63
5.1 The Didaktik triangle 96
8.1 Five basic aspects constituting utterance and genre as
communication 150
Tables
2.1 Summary of findings of student learning 41
2.2 Orientations in teaching global social justice 43
7.1 Basic structure of general education and the canon 133
7.2 Comparing curriculum headings 136
8.1 Examples of formal genres 151
8.2 Habermas’s evaluations of lifeworld aspects 160
8.3 Systemic relations between sets of discursive and didactic triads 163
8.4 Relations between utterance aspects, domains in philosophy,
and kinds of validities 163
8.5 Negatively defined ‘isms’, based on claims of their
over-accentuation of key aspects 164
Editors and Contributors
Editors
Ellen Krogh is Emerita Professor of education sciences in the Department for
the Study of Culture, University of Southern Denmark. Her research areas
include disciplinary didactics, L1 studies, comparative education, and writ-
ing in the disciplines.
Ane Qvortrup is professor of education sciences in the Department for the
Study of Culture, University of Southern Denmark, and Professor II, Insti-
tutt for pedagogikk og samfunnsfag, Høgskolen i Innlandet, Norway. Her
research interests include general didactics and curriculum studies.
Stefan Ting Graf is docent in didactics and pedagogy in the Faculty of Educa-
tion and Social Sciences at UCL University College, Denmark. His current
research areas include learning media and digitalisation, quality in teaching
and learning designs, theory and practice in teacher education, and theories
of Bildung.
Contributors
Norm Friesen is professor at the College of Education, Boise State University,
and specialises in pedagogy, educational technology, and qualitative research.
He has worked as a visiting researcher at the Humboldt University (Berlin),
the University of Vienna, the University of Göttingen, the University of
British Columbia (Canada), and held a Canada research chair position at
Thompson Rivers University from 2006 to 2014. Besides earning a degree
in information studies at the University of Alberta and undertaking post-
doctoral work in science and technology studies at Simon Fraser University,
Friesen studied German and philosophy at the Johns Hopkins University
and is the translator of two German monographs as well as of multiple arti-
cles and chapters. He has published 8 books (3 solo-authored monographs)
