Résumés
Abstract
This research paper considers the place of the European lifelong-learning philosophical concept of Bildung (self-formation) and how Socratic questioning activities might be used to facilitate its development. Originating with the great philosophical thinkers of the German Renaissance, it is a concept that is again attracting attention because of its focus on developing the “whole” person and its potential for developing phronesis “practical wisdom.” The primary source of research data is a podcast in which a diverse group of BAME (Black, Asian, and minority ethnic) learners discuss COVID-19 vaccinations from their own cultural perspectives through a Socratic dialogue. During this process, Bildung was developed by participants recognizing mutual concerns during this process, and Gadamer’s (1960/1989) hermeneutic dialectical concept known as the “Fusion of Horizons” was played out. The dialogue identifies “trust” as an essential moral value and one that is needed in any just and stable society. This research suggests an alternative educational paradigm should be realised that lends itself better to developing Bildung and phronesis. The implications of this for teacher training are discussed and why it is important to develop “phronetic” educators. Reference is made to what this might look like in reality by highlighting the use of Socratic questioning in Danish folk high schools and how they have made the philosophical concept of Bildung central to their mission.
Parties annexes
Bibliography
- Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy. In N. Mercer and S. Hodgkinson (Eds.), Exploring talk in school. Sage Publications.
- Anderson, L., & Björkman, T. (2017). The Nordic secret: A European story of beauty and freedom. Fri Tanke.
- Bakhtin, M. M. (1981). The dialogic imagination: Four essays. (M. Holquist, Ed., & C. Emerson & M. Holquist, Trans.). University of Texas Press. (Original work published 1935)
- Biesta, G. (2002). Bildung and modernity: The future of Bildung in a world of difference. Studies in Philosophy and Education, 21, 343–51.
- Borish, S. (1991). The land of the living. Blue Dolphin Publishing.
- Borsch, A., Jervelund, S., & Skovdal, M. (2019). How a school setting can generate social capital for young refugees: Qualitative insights from a folk high school in Denmark. Journal of Refugee Studies. https://academic.oup.com/jrs/advance-article/doi/10.1093/jrs/fez003/5310336
- Danish Folk High Schools (2020). Danish Folk High School. https://danishfolkhighschools.com/media/11348/19-danishfolkhighschool-haefte-web.pdf
- Davies, N. (1931). Education for life. Williams & Norgate.
- Davis, D. (1970). Model for humanistic education: The Danish folk highschool. Merrill.
- Dohmen, G. (1965). Bildung und Schule: Die Entstehung des deutschen Bildungsbegriffs und die Entwicklung seines Verhaltnisses zur Schule. Bd. 2: Die Entstehung des padagogischen Bildungsbegriffs und seines Bezugs zum Schulunterricht. Beltz.
- European Association for the Education of Adults (EAEA) (2020). EAEA Grundtvig Award.https://eaea.org/our-work/capacity-building/eaea-grundtvig-award
- Flor, C. (1846). Report on Folke-Høiskolen in Rødding. http://www.gutenberg.org/ebooks/34272
- Frank, A. W. (2012). The feel for power games: Everyday phronesis and social theory. In B. Flyvbjerg, T. Lander & S. Schram (Eds.), Realsocial science: Applied phronesis. Cambridge University Press.
- Foght, H. (1914). The Danish folk high school. United States Bureau of Education. https://files.eric.ed.gov/fulltext/ED541675.pdf
- Gadamer, H. G. (1989). Truth and method (J. Weinsheimer & D. G. Marshall, Trans.). Sheed & Ward. (Original work published 1960)
- Gilgun, J. F. (2008). Lived experience, reflexivity, and research on perpetrators of interpersonal violence. Qualitative Social Work, 7(2), 181–97.
- Habermas, J. (1972). Knowledge and human interests. Beacon Press.
- Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Taylor and Francis.
- hooks, b. (2009). Teaching critical thinking: Practical wisdom. Routledge.
- Horlacher, R. (2004). Bildung: A construction of a history of philosophy of education. Studies in Philosophy and Education, 23, 409–26.
- Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York Association Press.
- Knudsen, J. (1976). Selected writings: NFS Grundtvig. Fortress Press.
- Korsgaard, O. (2012). The school for life: N. F. S. Grundtvig on education for the people. Aarhus University Press.
- Kristjánsson, K., Fowers, F., Darnell, C. & Pollard, D. (2021). Phronesis (practical wisdom) as a type of contextual integrative thinking. Review of General Psychology, 25(3), 239–57. https://doi.org/10.1177/10892680211023063
- Krohn, D. (2004). Theory and practice of socratic dialogue. In B. Neisser & R. Saran (Eds.), Enquiring minds: Socratic dialogue in education (pp. 15–24). Institute of Education Press
- Kropotkin, P. (2020). The conquest of bread. Digireads.com.
- Kulich, J. (1963). N. F. S. Grundtvig and the folk high schools. Dalhousie Review, 43(1), 67–73.
- Lawson, M. (1993). N. F. S. Grundtvig. Prospects:UNESCO’S Quarterly Review of Comparative Education, 23(3/4), 613–23.
- Liechtenstein, P. (1985). Radical liberalism and radical education. American Journal of Economics and Sociology, 44(1), 39–53.
- Lindsø, E. (2016). A folk high school teacher’s 10 commandments. In T. Maliszewski (Ed.) School for life (pp. 113–19). Erasmus.
- Mahon, K., Heikkinen, H. L. T., & Huttunen, R. (2018). Critical educational praxis in university ecosystems: Enablers and constraints. Pedagogy, Culture & Society, 27(3), 463–80.
- Malpas, J. (2018). Hans-Georg Gadamer. Stanford encyclopaedia of philosophy. https://plato.stanford.edu/archives/fall2018/entries/gadamer
- McEntyre, M. C. (2000). Caring for words in a culture of lies: Stewardship of language in a culture of lies. Eerdmans.
- Mortensen, K. (2002). The double call: On Bildung in a literary and reflective perspective. In L. Løvlie, K. P. Mortensen, & S. E. Nordenbo (Eds.), Educating humanity: Bildung in postmodernity (pp. 121–40). Blackwell Publishing.
- Mueller, J. (2012) Anarchism, the state, and the role of education. In R. H. Haworth (Ed.), Anarchist pedagogies: Collective actions, theories, and critical reflections on education (pp. 332–467). PM Press.
- Nelson, L. (1949) Socratic method and critical philosophy. Yale University Press.
- Ng, K. (2020, January 3). Denmark sets record by sourcing nearly half its power from wind energy. Independent.
- Norbeck J. (1991).From ideas to everyday practice. Journal of the Folk Education Association of America, 15(1).
- Nordenbo, S. (2002). Bildung and the thinking of Bildung. Journal of Philosophy of Education, 36(3), 341–52.
- Oakeshott, M. (1981). The voice of poetry in the conversation of mankind. In Rationalism in politics and other essays (p. 198). Methuen.
- Oakeshott, M. (1989). Education: The engagement and its frustration. In T. Fuller (Ed.), The voice of liberal learning: Michael Oakeshott on education (pp. 63–94). Yale University Press.
- Peshkin, A. (1985). Virtuous subjectivity: In the participant-observer’s eyes. In D. Berg & K. Smith (Eds.), Exploring clinical methods for social research. Sage.
- Peukert, H. (2003). Beyond the present state of affairs: Bildung and the search for orientation in rapidly transforming societies. In L. Løvlie, K. P. Mortensen, & S. E. Nordenbos (Eds.), Educating humanity: Bildung in postmodernity (pp. 105–20). Blackwell Publishing.
- Pring, R. (1999). Closing the gap: Liberal education and vocational preparation. Holder & Stoughton.
- Rasmussen, P. (2013). The folk high school: Denmark’s contribution to adult education. In P. Mayo (Ed.), Learning with adults: A reader (pp. 219–29). Sense Publishers.
- Rordam, T. (1980). The Danish folk high schools. Det Danske Selskab.
- Scheffler, I. (1973). Reason and teaching. Routledge and Kegan Paul.
- Schram, S. (2012). Phronetic social science: An idea whose time has come. In B. Flyvberg, T. Lander, & S. Schram (Eds.), Real social science: Applied phronesis. Cambridge University Press.
- Schwartz, B., Sharpe, K. E. (2010). Practical wisdom: The right way to do the right thing. Riverhead Books.
- Scottish Communists (2018). A Marxist approach to education. https://www.scottish-communists.org.uk/marxism/political-theory/full-marx-library-series/153-marxism-and-education
- Seeskin, K. (1987). Dialogue and discovery: A study in Socratic method. State University of New York Press.
- Segerstrom, D. (1936). The Danish folk high school (unpublished MA thesis). Boston University. https://core.ac.uk/download/pdf/142051962.pdf
- Simon, B. (1998). A life in education. Lawrence & Wishart.
- Skrubbeltrang, F. (1947). The Danish folk high schools. Det Danske Selskab.
- Sleigh, S. (2020, December 3). Gavin Williamson says exams will ‘absolutely’ go ahead in 2021. Evening Standard.
- Staudinger, U. M., & Glück, J. (2011). Psychological wisdom research: Commonalities and differences in a growing field. Annual Review of Psychology, 62, 215–41.
- Stirner, M. (2017). The ego and its own. CreateSpace Independent Publishing Platform.
- Tolstoy, L. (1862). On popular education. In L. Weiner (Ed.), Tolstoy on education. University of Chicago Press.
- Tynjälä, P., Kallio, E. K. & Heikkinen, H. L. T. (2020). Professional expertise, integrative thinking, wisdom and phronēsis. In E. K. Kallio (Ed.), Development of adult thinking: Interdisciplinary perspectives on cognitive development and adult learning (pp. 156–74). Routledge.
- Unwin, L. & Fuller, A. (2003). Expanding learning in the workplace. NIACE.
- Warren, C. (1989). Andragogy and N. F. S. Grundtvig: A critical link. Adult Education Quarterly, 39(4), 211–23.
- Weinsheimer, J. (1985). Gadamer’s hermeneutics: A reading of truth and method. Yale University Press.
- Weiss, M. N., & Ohrem, S. (2016). Philosophical practice as action research: The Socratic method at Norwegian folk high schools. HASER International Journal of Philosophical Practice, 12(3), 2,005–27.
- Westerman, W. (2005). Folk schools, popular education, and a pedagogy of community action. In E. T. Ewing (Ed.). Revolution and pedagogy (pp. 107–32). Palgrave Macmillan.
- Williams, K., & Hogan, P. (2018). The educational legacy of Michael Oakeshott. In P. Smeyers (Ed), International handbook of philosophy of education. Springer International Handbooks of Education. Springer.
- Zeldin, T. (1998). Conversation: How talk can change our lives. Harvill Press.