Non-affirmative school didactics and life-world phenomenology: Conceptualising missing links

Michael Uljens, Tina Kullenberg

Research output: Chapter in Book/Report/Conference proceedingChapter in book

Abstract

One important implication for educators is therefore that non-affirmative education is emphatically critical of educational ideas, ideologies, and curricular policies that overemphasise either socialisation to existing norms in society or the fostering of values that form a predetermined future. In school didactics, the contents of teaching are located at the very centre of the teaching/studying/learning process, maintaining a distinction between the content as intended, as practised, as experienced, and as evaluated. A challenge for both didactics and life-world phenomenology is to what extent they contain conceptually satisfying answers to the question of how teaching is seen as related to learning: in other words, how they explain pedagogical interaction as a movement from one ‘shared world’ to another. Conceptualising subject didactics for school settings is thus different from subject didactics aimed for understanding teaching, studying, and learning outside school settings. In philosophy, there are various ways to understand subject-centred and inter-subjectivity based conceptions of subjectivity.

Original languageEnglish
Title of host publicationDidaktik and curriculum in ongoing dialogue
EditorsKrogh , E. , Qvortrop , A. , Ting Graf, S.
Place of PublicationNew York and Abingdon
PublisherRoutledge
Pages185-203
Number of pages19
Edition1
ISBN (Electronic)9781003099390
ISBN (Print)9781003099390
DOIs
Publication statusPublished - 2021

Publication series

NameDidaktik and Curriculum in Ongoing Dialogue

Swedish Standard Keywords

  • Pedagogy (50301)
  • Pedagogical Work (50304)

Keywords

  • non-affirmative education
  • educational ideas
  • curricular policies
  • school didactics

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