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Didaktik and Curriculum in Ongoing Dialogue

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Didaktik and Curriculum in Ongoing Dialogue Didaktik and Curriculum in Ongoing Dialogue Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge. Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and postgraduate students in the fields of curriculum studies, education theory, and comparative education. Ellen Krogh is Emeritus Professor in Education Sciences in the Department for the Study of Culture, University of Southern Denmark. Her research areas include disciplinary didactics, L1 studies, comparative education, and writing in the disciplines. Ane Qvortrup is Professor in Education Sciences in the Department for the Study of Culture, University of Southern Denmark. Her research areas include general didactics, curriculum studies, and student trajectories and transformations of learning environments. Stefan Ting Graf is Docent in Didactics and Pedagogy in the Faculty of Education and Social Sciences at UCL University College, Denmark. His research areas include learning media and digitalisation, teaching and learning designs, curriculum studies, and theories of Bildung. Didaktik and Curriculum in Ongoing Dialogue Edited by Ellen Krogh, Ane Qvortrup, and Stefan Ting Graf First published 2021 by Routledge 2 Park Square, Milton Park,Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2021 selection and editorial matter, Ellen Krogh, Ane Qvortrup, and Stefan Ting Graf; individual chapters, the contributors The right of Ellen Krogh,Ane Qvortrup, and Stefan Ting Graf to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. The Open Access version of this book, available at www. taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-0-367-56808-5 (hbk) ISBN: 978-0-367-56810-8 (pbk) ISBN: 978-1-003-09939-0 (ebk) DOI: 10.4324/9781003099390 Typeset in Bembo by Apex CoVantage, LLC Contents List of figures vii List of tables viii List of contributors ix Preface xiv Acknowledgements xv Introduction: Didaktik and curriculum in ongoing dialogue 1 ELLEN KROGH, ANE QVORTRUP, AND STEFAN TING GRAF PART I Contemporary educational discussions within a Didaktik/curriculum frame 23 1 Bringing content back in: rethinking teaching and teachers 25 ZONGYI DENG 2 From Didaktik to learning (sciences) 41 TOBIAS WERLER 3 Content in American educational discourse: the missing link(s) 65 NORM FRIESEN 4 Outline of a taxonomy for general Bildung: deep learning in the anglophone tradition of curriculum studies and the Didaktik of north-west Europe 83 STEFAN TING GRAF 5 Curriculum development as a complex policy process in Denmark and Germany: two cases of competence-oriented curricula in social science education 103 ANDERS STIG CHRISTENSEN vi Contents PART II Directions of educational scholarship within the field of didactics 117 6 Towards laboratories for meta-reflective didactics: on dialogues between general and disciplinary didactics 119 ELLEN KROGH AND ANE QVORTRUP 7 Bildung as the central category of education? Didactics, subject didactics, and general subject didactics in Germany 137 HELMUT JOHANNES VOLLMER 8 ‘Didactiques’ is not (entirely) ‘Didaktik’: the origin and atmosphere of a recent academic field 164 BERNARD SCHNEUWLY 9 Non-affirmative school didactics and life-world phenomenology: conceptualising missing links 185 MICHAEL ULJENS AND TINA KULLENBERG PART III How to construe the thematics of Didaktik and curriculum 205 10 The dialogue between Didaktik and curriculum studies within mainland China 207 BANGPING DING AND XUN SU 11 Teacher responsibility over intended, taught, and tested curriculum, and its association with students’ science performance in PISA 2015 across Didaktik and curriculum countries 222 ARMEND TAHIRSYLAJ 12 Education as language and communication (L&C): a blindness in didactics and curriculum theory? 234 SIGMUND ONGSTAD Index 254 Figures 3.1 The component phases of an instructional system 67 3.2 The didactic triangle 72 3.3 The didactic triangle 72 8.1 Schema of didactic transposition 172 8.2 Analysis of the didactic transposition 174 8.3 Concepts for analysing the functioning of the didactic system 175 11.1 Intended curriculum 228 11.2 Taught curriculum 229 11.3 Tested curriculum 230 12.1 Utterance in context as a combination of five constituents 241 12.2 Five basic aspects constituting utterance as communication 242 Tables 2.1 Reform phases and reform objectives of teacher education in Scandinavia 44 2.2 Disciplines and subdisciplines of learning sciences 53 4.1 Forms of knowledge 94 4.2 Outline of a taxonomy for general Bildung 97 5.1 Normative principles of democracy and demoi -cratic criteria in OMC governance 111 11.1 Associations of teacher responsibility items and control variables to PISA 2015 science performance (curriculum- full model) 230 11.2 Associations of teacher responsibility items and control variables to PISA 2015 science performance (Didaktik- full model) 231 12.1 Overview over epistemologically related triads in different fields and disciplinaries 240 12.2 The national curriculum for Norwegian (as L1) 243 Contributors Anders Stig Christensen is a senior lecturer in teacher education at UCL University College in Odense, Denmark. He did his PhD thesis on compe- tencies in social science education at the University of Southern Denmark. He was chair of the ministerial committee working on the curriculum for social studies in 2014 and 2019. He has been a visiting researcher at the Technische Universität in Dresden and the University of Hamburg and is a member of the GPJE Society for Civic Education Didactics and Civic Youth and Adult Education. He has also participated in organising the Nordic conference on subject didactics, NOFA, and is co-editor (2021–2023) of Nordidactica : Journal of Humanities and Social Science Education . He has pub- lished mainly on social science didactics in journals including Nordidactica and Acta Didactica Norden. Zongyi Deng is Professor of Curriculum and Pedagogy at the UCL Insti- tute of Education, University College London. He is also an executive edi- tor of the Journal of Curriculum Studies (JCS ) and has held faculty positions at Nanyang Technological University and the University of Hong Kong. His interest areas include curriculum content or subject matter, curriculum theory, didactics ( Didaktik ), curriculum policy and reform, and compara- tive and international education. His publications appear in JCS , Curriculum Inquiry , Comparative Education , Teaching and Teacher Education , Teachers and Teaching , Cambridge Journal of Education , Science Education , and other interna- tional journals. His latest book is Knowledge, Content, Curriculum Theory and Didaktik : Beyond Social Realism (Routledge). Bangping Ding is a professor of comparative education in the College of Education, Capital Normal University, Beijing, China. His major research interests centre on comparative didactics/pedagogy and international science and technology education. He has published two books on international science education in Chinese, some book chapters and journal articles on science and technology education in English, including Encyclopedia of Sci- ence Education (Springer, 2015), International Handbook of Research and Devel- opment in Technology Education (Sense Publishers, 2009), Theorizing Teaching x Contributors and Learning in Asia and Europe: A Conversation between Chinese Curriculum and European Didactics (Routledge, 2017), and Eurasia Journal of Mathematics, Science and Technology Education , as well as over 100 articles on science and technology education, comparative didactics/pedagogy, and other topics in the Chinese journals. Norm Friesen is Professor in the College of Education, Boise State University. Dr Friesen has written over 100 articles in journals ranging from C-Theory to AERA’s Educational Researcher and has published ten books. Dr Friesen has recently translated and edited Klaus Mollenhauer’s Forgotten Connections: On Culture and Upbringing (Routledge, 2014) as well as a book on Existentialism and Education in the thought of Otto Friedrich Bollnow (Palgrave, 2017). He recently completed
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