Abstract

Contents Acknowledgments CHAPTER 1: Two conceptions of education 1.1 Competences and Bildung 1.2 PISA amid competences and Bildung 1.3 The plan; CHAPTER 2: Competence-based education 2.1 Introduction 2.2 A short history of competence 2.3 The concept of competence 2.4 Student self-directed learning 2.5 Competence-based education 2.6 Strengths and weaknesses of competence-based education 2.7 Conclusions; CHAPTER 3: Competence-based education and society 3.1 Introduction 3.2 OECD key competences and society 3.3 Communicative action, recognition and epistemic injustice 3.4 Undesirable effects of competence-based education: malignant meritocracy, compartmentalised thinking and inability to counter social acceleration 3.5 Conclusions CHAPTER 4: Bildung-oriented education 4.1 Introduction 4.2 A short history of Bildung 4.3 Analysis of classical Bildung 4.4 Bildung-oriented education within the Didaktik tradition 4.5 Bildung and the production of meaning 4.6 Klafki’s critical constructive Didaktik 4.7 Epistemic injustice, political agonism, communicative inclusion and social recognition 4.8 An appraisal of Bildung-oriented education 4.9 Conclusions; CHAPTER 5: Cultural imperialism and student assessment 5.1 Introduction 5.2 Social injustice and the ideal of impartiality 5.3 Intellectual traditions and liberal individualism 5.4 The crisis of economic rationality 5.5 Bildung judgment vs competence measurement 5.6 Conclusions; CHAPTER 6: Bildung and forms of life 6.1 Introduction 6.2 What forms of life are 6.3 Criticising forms of life: some preliminaries 6.4 Immanent Critique 6.5 Forms of life as problem solving and learning activities 6.6 Competence-based education is a deviant form of life 6.8 How Bildung-oriented education can heal forms of life 6.9 Concluding thoughts Bibliography