Advertisement

Bildung, Motivation, and Deliberative Democracy in Primary Education

  • Jacob KlitmøllerEmail author
  • Sarah K. Jensen
Chapter
Part of the Cultural Psychology of Education book series (CPED, volume 10)

Abstract

Our intention with this chapter is to argue for connections between the broad framework of “Bildung”, which is central to Danish educational thinking because it applies to education for deliberative democratic citizenship and the concept of motives as it has been developed in Cultural-Historical Psychology. The central tenet in the present chapter is to argue that education for deliberative democratic citizenship must be connected to, but cannot be reduced to, children’s everyday experience in and beyond school. Though seemingly self-apparent, this idea is challenged both from more formalistic approaches that foreground factual knowledge and, specifically in Denmark, a reduced emphasis of democracy as a potential fundamental aspect of school practice. The concept of motive is utilized to capture the content-rich and directed interests of students concerning the discovery of mutual differences in everyday school practice. Empirical material from classrooms is used to show connections and disconnections between the students and teachers in everyday school life vis-à-vis students’ explorations of their own and others’ religious beliefs and practices.

References

  1. Biesta, G. (2007). Why “what works” won’t work: evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.  https://doi.org/10.1111/j.1741-5446.2006.00241.x.CrossRefGoogle Scholar
  2. Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46.  https://doi.org/10.1007/s11092-008-9064-9.CrossRefGoogle Scholar
  3. Biesta, G. (2010). Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education. Studies in Philosophy and Education, 29(5), 491–503.  https://doi.org/10.1007/s11217-010-9191-x.CrossRefGoogle Scholar
  4. Biesta, G. (2011). Learning democracy in school and society - Education, Lifelon Learning, and the Politics of Citizenship. In Learning democracy in school and society. Rotterdam: Sense Publishers.  https://doi.org/10.1007/978-94-6091-512-3.CrossRefGoogle Scholar
  5. Borman, D. A. (2011). The adulatory of the actual - habermas, socialization, and the possibility of autonomy. Albany: State University of New York Press.Google Scholar
  6. Bruun, J. (2010). Danske elever er verdensmestre i demokrati. Asterisk, 55, 6–9. Retrieved from http://edu.au.dk/aktuelt/asterisk/magasinetasteriskarkiv/arkiv-tidligere-numre/asterisk-55/.
  7. Bruun, J., & Lieberkind, J. (2011). Unges politiske dannelse. Aarhus: Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.Google Scholar
  8. Ebdrup, N. (2010, July 29). Demokrati, Skolen gør danske elever til verdensmestre i demokrati. Videnskab.Dk, pp. 1–5. Retrieved from http://videnskab.dk/kultur-samfund/skolen-gor-danske-elever-til-verdensmestre-i-demokrati.
  9. Gilliam, L., & Gulløv, E. (Eds.). (2012). Civiliserende institutioner. Om idealer og distinktioner i opdragelse. Aarhus: Aarhus Universitetsforlag.Google Scholar
  10. Habermas, J. (1984). The theory of communicative action (Vol. 1). Boston: Beacon Press.Google Scholar
  11. Habermas, J. (1988). Ligitimation Crisis. Cambridge: Blackwell Publishers.Google Scholar
  12. Habermas, J. (1996). Diskursetik. Frederiksberg: Det Lille Forlag.Google Scholar
  13. Habermas, J. (2006). Religion in the Public Sphere. European Journal of Philosophy, 14(1), 1–25.CrossRefGoogle Scholar
  14. Hedegaard, M. (2002). Learning and child development. Aarhus: Aarhus University Press.Google Scholar
  15. Hedegaard, M. (2012). Analyzing Children’s Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach. Mind, Culture, and Activity, 19(2), 127–138.  https://doi.org/10.1080/10749039.2012.665560.CrossRefGoogle Scholar
  16. Hermann, S. (2006). Magt og Oplysning—Folkeskolen 1950–2006. Unge Pædagoger.Google Scholar
  17. Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European Educational Research Journal, 6(2), 109.  https://doi.org/10.2304/eerj.2007.6.2.109.CrossRefGoogle Scholar
  18. John-Steiner, V., & Mahn, H. (2002). The gift of confidence: A Vygotskian view of emotions. (pp. 46–58). Malden, MA, US: Blackwell Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2002-02515-003&site=ehost-live.
  19. Klitmøller, J., & Hviid, P. (2017). Lev Semjenovitj Vygotskij og den kulturhistoriske psykologi. In L. M. Gulbrandsen (Ed.) (pp. 235–258). Oslo: Universitetsforlaget.Google Scholar
  20. Kofoed, J. (1994). Midt i normalen. Om minoriteter og den nationale idé. Københavnerstudier i tosprogethed (Vol. 24). København: Danmarks Lærerhøjskole.Google Scholar
  21. Leont’ev, A. N. (1978). Activity, consciousness, personality. Englewood Cliffs {N.J.}: Prentice-Hall, Inc.Google Scholar
  22. Leontyev, A. N. (2009). Activity and consciousness. Pacifica: Marxist Internet Archive.Google Scholar
  23. Lieberkind, J. (2014). Democratic experience and the democratic challenge: A historical and comparative citizenship education study of scandinavian schools. Scandinavian Journal of Educational Research, 59(6), 710–730.  https://doi.org/10.1080/00313831.2014.971862.CrossRefGoogle Scholar
  24. Mikkelsen, M. (2010, June 30). Danske elever er verdensmestre i demokratisk dannelse. Kristeligt Dagblad, pp. 1–4. Retrieved from https://www.kristeligt-dagblad.dk/danmark/danske-elever-er-verdensmestre-i-demokratisk-dannelse.
  25. Munro, D. (2007). Norms, motives and radical democracy: Habermas and the problem of motivation. Journal of Political Philosophy, 15(4), 447–472.  https://doi.org/10.1111/j.1467-9760.2007.00286.x.CrossRefGoogle Scholar
  26. Okshevsky, W. (2004). On the epistemic grounds of moral discourse and moral education: An examination of Jürgen Habermas’ “Discourse Ethics.” Philosophy of Education, 174–182.Google Scholar
  27. Osler, A., & Starkey, H. (2003). Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People’s Experiences. Educational Review, 55(3), 243–254.  https://doi.org/10.1080/0013191032000118901.CrossRefGoogle Scholar
  28. Pedersen, O. K. (2011). Skolen og den opportunistiske person. Konkurrencestaten (pp. 169–203). Hans Reitzels Forlag: København.Google Scholar
  29. Pedersen, O. K. (2014a). Konkurrencestaten og dens uddannelsespolitik—baggrund, intentioner og funktionsmåder. In K. Illeris (Ed.), Læring i konkurrencestaten—kapløb eller bæredygtighed (pp. 35–52). Roskilde: Samfundslitteratur.Google Scholar
  30. Pedersen, O. K. (2014b). Urenhedens arkæologi. In L. Tanggaard, T. A. Rømer, & S. Brinkmann (Eds.), Uren pædagogik 2 (pp. 199–215). Aarhus: Klim.Google Scholar
  31. Coninck-Smith, N. de, Rasmussen, L. R., & Vyff, I. (2015). Dansk skolehistorie—Da skolen blev alles—Tiden efter 1970. In C. Appel & N. de Coninck-Smith, (Eds.), Aarhus: Aarhus Universitetsforlag.Google Scholar
  32. Veresov, N. N. (2016). Perezhivanie as a phenomenon and a concept: Questions on clarification and methodological meditations. Cultural-Historical Psychology, 12(3), 129–148.  https://doi.org/10.17759/chp.2016120308.CrossRefGoogle Scholar
  33. Vygotsky, L. S. (1987). Thinking and Speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky—Volume 1—Problems of general psychology (pp. 37–285). New York: Plenum Press.Google Scholar
  34. Vygotsky, L. S. (1998). The problem of age. In R. W. Rieber (Ed.), The Collected Works of L. S. Vygotsky—Volume 5—Child Psychology (pp. 187–205). New York: Plenum Press.Google Scholar
  35. Vygotsky, L. S. (1999). The Teaching about Emotions. Historical-Psychological Studies. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky—Volume 6—scientific legacy (pp. 71–235). New York: Plenum Press.Google Scholar
  36. Weinstock, D., & Kahane, D. (2017). Introduction. In D. Kahane (Ed.), Deliberative democracy in practice. ProQuest Ebook Central.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Psychology and Behavioural SciencesAarhus UniversityAarhusDenmark

Personalised recommendations