Is there a Need to Reconceptualize Curriculum Theory and Research Through the Lens of Bildung, Autonomy and Subjectivity?

Promoting Humanistic and Democratic Education: Is there a Need to Reconceptualise Curriculum Theory and Research Through the Lens of Bildung, Autonomy, and Subjectivity??

This essay argues that approaches to curriculum theory and educational research should be reimagined through the lens of Bildung, autonomy and subjectivity to revitalise education from humanistic and democratic perspective. In this essay, first I will define the concepts of Bildung, autonomy and subjectivity in education followed by a brief account of the current crises in curriculum theory and research. Finally, I will present the criticism against Bildung in the contemporary education followed by a conclusion emphasising the potential of the Bildung-based curriculum.?

Bildung: Definition, History and Significance?

"Bildung" has its roots in many religions and cultures (Sander, 2019). "Bildung" has also been criticised by liberal education philosophers (Masschelein & Ricken, 2010), yet most educational theories are connected to Bildung in some manner. Sander (2019) mentions that in the German language, education has two words:1)? Erziehung and 2) Bildung. The former is used for the application of pedagogical methods to impart knowledge while the latter means self-awakening, self-regulation and self-autonomy. Hence, “Bildung” appears as an abstract term whereas “Erziehung” as concrete. Erziehung is pragmatic in nature and has a utilitarian use, unlike Bildung, that is hidden yet plays a vital role in personal development. Another difference is that Erziehung’s processes are measurable and achievable within a certain period, however, Bildung can never be claimed to be acquired completely. It is a lifelong learning process.??

According to Masschelein & Ricken (2010), Bildung is significant because it makes pupils autonomous to play a key role for the common good of humanity. However, Horlacher, R. (2004) signifies Bildung for its historical and philosophical roots, which trace back to the works of Kant, Hegel, and other prominent philosophers. The author claims that Bildung has had a profound influence on the development of educational theory and practice in Europe and beyond. The article explains that Bildung is not only a matter of individual development but is also a social and political approach, aimed at creating a more humanistic and democratic society.?

Role of Autonomy in Promoting Humanistic and Democratic Education?

Autonomy is embedded in humanistic and democratic education. Saari et al. (2013) propose three levels of autonomy that are essential towards a holistic education. 1) Individual autonomy: to make decisions and act freely based on their own values and beliefs. 2) Social autonomy: to participate in social and political decision-making processes and to engage in critical dialogue with others. 3) Cultural autonomy: to recognise and respect cultural diversity to create inclusive educational environment. They also claim that autonomy is not a goal in itself but rather a means to achieve other educational goals, such as the development of critical thinking, creativity, and social responsibility. Schaffar (2021), on the other hand, explains the relationship between autonomy and competence; while competence can be empirically assessed in terms of knowledge, skills, and abilities, such as reading competence, its value depends on normative and ethical considerations. She further elaborates that promoting autonomy in education requires a critical reflection on power relations and the social and cultural contexts in which education takes place. For instance, how much autonomy should be given to teachers and students at different levels of education. These are complex questions to answer.??

Summing up, both articles suggest that autonomy is a crucial concept for promoting humanistic and democratic education.?

Relationship of Subjectivity with Bildung and Autonomy?

Subjectivity, Bildung, and autonomy are interconnected and mutually reinforcing. Popkewitz (2014) highlights the importance of understanding the historical and cultural contexts in which education and schooling have developed because subjectivity of the stakeholders is shaped by them, whereas Masschelein and Ricken (2010) offer a philosophical perspective on subjectivity. They argue that Bildung is closely tied to the development of subjectivity, as individuals must actively engage with the world and reflect on their experiences to develop a sense of self. Moreover, they emphasise the importance of autonomy in the process of Bildung, as individuals must be able to make choices and act on their own beliefs and values to develop a sense of agency and self-determination. Saari et al. (2013) also focus on the autonomy in education, however, they approach it from a more pragmatic perspective. They argue that autonomy is necessary for promoting responsible and ethical citizenship, as well as for developing critical thinking and creativity. Since both Bildung and autonomy value an individual’s interest, subjectivity must be respected to reach humanistic goals of education.?

The Current Crisis of Curriculum Theory and Research??

The current crises in Curriculum Theory and Research originate from three ideologies: 1. Liberalism (focus on individual more than a group), 2) Neoliberalism (privatisation and marketisation of education) and Globalization (free trade and multiculturalism but loss of personal identity and cultures (Pinar, 2013; Masschelein & Ricken (2003).?

The main crisis is the conflict between standardisation and diversity. Many educational systems around the world, for example Cambridge (CAIE), have adopted standardised curricula and assessments, which can limit the diversity of educational experiences. This leads to a narrow perspective on education that fails to consider the unique cultural and social contexts. Another problem is the overemphasis on instrumentalism and skills-based learning in education, such as STEM. There is a focus on developing students' technical skills and competencies, at the expense of broader humanistic goals, such as, creativity. This can lead to a utilitarian view of education that fails to address the broader cultural and social purposes of education. Thirdly, most educational policies and curricula are developed at the national or international level, without sufficient input from local educators and communities. This leads to a difference between the goals and priorities of educational policy and the realities of educational practice and can result in a lack of engagement and participation from educators and students. We witnessed this example during school closures because of Covid 19, when policies were enforced by external agencies where even electricity was not available let alone internet connections.?

A Need for Rethinking?

Curriculum theory needs rethinking because it needs to develop the whole person not only for individual autonomy and subjectivity but also for the betterment of the humanity. Masschelein and Ricken (2003) propose that Bildung can provide a framework for reimagining education in a more holistic and humanistic way. Popkewitz (2014) suggests that the focus on disciplinary knowledge and skills must be expanded to include broader social, cultural, and political contexts to develop a more critical and reflective approach to education that is extremely important in today’s chaos. Similarly, Pinar (2013) argues that curriculum theory and research must not ignore the diverse cultural and social contexts in which education takes place and must incorporate the perspectives of all stakeholders, for example indigenous communities. Also, Ken Robinson, the world’s renowned education thinker, did not specifically express opposition to standardised testing and outcome-based learning, yet he raised concerns about an over-reliance on homogenisation and the emphasis on narrow, measurable outcomes in education. He believed that this approach stifles creativity, imagination, and critical thinking. All these perspectives align with the principles of Bildung.?

Criticisms of the Bildung-Based Approach to Curriculum Theory and Research?

Bildung has often been criticised because of its broad definition and lack of visibility in practice. William F. Pinar (2013) critiques the Bildung approach for its neglect of the political and ideological dimensions of education, particularly in the context of the dominant neoliberal and globalist discourse. Furthermore, Saari et al. (2013) point out that the Bildung approach's emphasis on autonomy can lead to the neglect of the importance of societal norms and values in shaping education. They argue that a balance between autonomy and social control is necessary for effective education. In addition, Masschelein and Ricken (2003) criticise the Bildung approach for its historical and cultural specificity, suggesting that it may not be universally applicable to different contexts and societies. They suggest the need for a more diverse and inclusive approach to curriculum theory and research. We have been accustomed to measure everything so extensively that abstract terms scare us.?

Conclusion: the potential of the Bildung-based curriculum?

Despite having its criticism, the world needs a Bildung-based approach for curriculum theory and educational research because of these reasons:?

1) Bildung offers a more holistic and humanistic approach as compared to empirical methods because it is more inclusive. It is not necessary and not always possible to quantify and measure all type of learning in their true form. Measuring learning for the purpose of ranking kills creativity (Trevallion et al.,2021). Bildung recognises the importance of "cultivating a person's disposition and self-understanding" which is essential for promoting critical thinking, creativity, and individual autonomy (Masschelein & Ricken,2003).??

2) Bildung is based on context, culture, and history in shaping the educational experience. This contrasts with some of the criticisms, which argue that Bildung is too abstract and general to be applied in practice. As Schaffar (2021) notes, a Bildung-based approach can help teachers understand how to incorporate values and ethics into their teaching, while also recognising the diversity and complexity of contemporary societies.?

3) Bildung offers an alternative to the neoliberal and instrumentalist approaches that dominate contemporary education policy. Given the criticisms of neoliberalism and globalization in curriculum theory (Pinar, 2013; Saari et al., 2013), a Bildung-based approach can provide a counter-narrative to these trends, emphasising the significance of humanistic values and critical thinking, rather than narrow skills and competencies.?

In a nutshell, the potential of Bildung, autonomy, and subjectivity in promoting humanistic and democratic education is significant. While criticisms exist, Bildung remains a valuable concept in contemporary curriculum theory and research. The curriculum theory needs to be reconceptualised with a balanced approach towards subjectivity, autonomy and empiricism. In this manner, Bildung can help create engaged citizens who can contribute to a more just and equitable society.??

References:?

Antti, S., Sauli, S., & Jarkko, V. (2013) Governing Autonomy from: International Handbook of Curriculum Research Routledge. Doi/10.4324/9780203831694.ch14?

Birgit Schaffar (2021) Competent uses of competence: on the difference between a value-judgment and empirical assessability, Nordic Journal of Studies in Educational Policy, 7:2, 55-64, DOI: 10.1080/20020317.2021.1958993?

Sander, W. (2019). The Concept of Education (" Bildung") as a Cultural Heritage: Transcultural Traditions and Perspectives. Global Education Review, 6(4), 19-30.?

Horlacher, R. (2004). Bildung-A Construction of a History of Philosophy of Education. Studies in Philosophy and Education 23: 409–426, Netherland. https://core.ac.uk/download/pdf/159145388.pdf?

Masschelein , J. & Ricken, N. (2003). Do We (Still) Need the Concept of Bildung?, Educational Philosophy and Theory, 35:2, 139-154, DOI: 10.1111/1469-5812.00015?

Masschelein, J.S. & Ricken, N., 2010, 'Bildung', in P. Peterson, R. Tierney, E. Baker & B. McGaw (eds.), International encyclopedia of education, pp. 127-132, Elsevier Science, Amsterdam. https://doi.org/10.1016/B978-0-08-044894-7.01301-4???

Pinar, W. F. (2013, Curriculum Research in the United States from: International Handbook of Curriculum Research Routledge. Doi/10.4324/9780203831694.ch44?

Popkewitz, T. S. (Ed.). (2014). The reason of schooling: Historicizing curriculum studies, pedagogy, and teacher education. Routledge.?

Trevallion, D., Leticia, M., & Cusanelli, N. (2021). The Creativity Revolution and 21st Century Learning. International Journal of Innovation, Creativity and Change. https://www.ijicc.net/images/Vol_15/Iss_8/15800_Trevallion_2021_E_R.pdf?

?

?

?

?

?