Higher education

Sociology

Pedagogy

Biology

Epistemology

Humanities

Philosophy

Political science

Paleontology

Psychology

Cognitive reframing

Bildung

Context (archaeology)

Education theory

Curriculum

Social psychology

Journal of Curriculum Studies

The purpose of this study is to describe an alternative understanding of Bildung-centred Didaktik through an examination of Wilhelm von Humboldt's conception and practice of educational reform—Bildungsreform, 1809–1810—in which the concept of science (Wissenschaft) was regarded as the fundamental goal and principle for curricular and didactic structure. Willbergh's call to revise Bildung with more emphasis on the pedagogical concepts is congruent with Deng's challenge to overcome the 'moribund' state of the contemporary Anglo-American curriculum studies. Re-examination of the classical figure, Wilhelm von Humboldt, who is quoted and referred to in almost every paper about Didaktik and Bildung theory in the context of curriculum research, but never examined in detail, provides a fruitful reframing of Bildung to the didactical principle. This paper utilizes unpublished archived material in which Humboldt argued for the roles and relationship between Wissenschaft and education for Bildung process as relational development with self and world. Humboldt argued that the purpose of school education is to encourage students to deepen their view on the world, resulting in both intellectual and moral development towards self-determination that consists of five categories: language, mathematics, science, arts and gymnastics.

Wilhelm von Humboldt’s <i>Bildung</i> theory and educational reform: reconstructing <i>Bildung</i> as a pedagogical concept

Wilhelm von Humboldt’s Bildung theory and educational reform: reconstructing Bildung as a pedagogical concept