Temporal and Spatial Conceptions of Bildung: A Systematic Research Review 1990-2020

• In Event: AERA Roundtable Session Saturday 11:45 am
  In Roundtable Session: Curriculum Across Contexts: Philosophies, Policies, and Indigenous Futures

Abstract

This article addresses the problem of definitions of Bildung, a German educational concept often taken to denote an educational and curricular goal to be pursued in formal schooling to promote linking of the self to the world. Relying on a systematic research review covering 1990-2020, it undertakes a comprehensive review of 258 peer-reviewed articles to map conceptions of Bildung temporally and spatially. The analysis of definitions of Bildung resulted with historical accounts of Bildung, philosophical conceptualizations of Bildung, and pedagogical conceptions of Bildung as dominant thematic conceptions. It is concluded that Bildung advances a more comprehensive notion of what it means to be educated in a democratic society.

Authors

• Armend Tahirsylaj, Norwegian University of Science and Technology

• Marit Honerod Hoveid, Norwegian University of Science and Technology