Bildung as a theoretical framework for open education¶

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article introduces Bildung (self-cultivation, self-realization) as "a powerful reflective tool and framework for approaching open education." Bildung is understood as a free, dialogical, dialectical interplay between the individual and the world supporting self-realization, a never-ending attempt to live a good life. The authors argue its associated values — autonomy, critical reflection, inclusivity, and embracing self-development — suit open education and provide a critical lens for assessing contemporary educational models.

Design Implications¶

Context¶

Requirements¶

• Openness as unrestricted access to the world is stated to be the precondition for Bildung to take place

Constraints¶

• The authors note Humboldt's work is rooted in Idealism and unconcerned by technical issues like access to educational materials and learning on a massive scale

Target Learners¶

• open and distance education learners
• MOOC participants

Target Learning Objectives¶

• self-cultivation and self-realization
• critical reflection
• autonomy

Claims¶

• Connectivist MOOC aggregation-remix-repurpose-feed-forward model neglects personal self-transformation [+W]
• Open education is asserted to lack a solid theoretical or philosophical foundation [+W]
• Verfügungswissen and Orientierungswissen are inversely proportional in open environments [+W]

Related Theories¶

• Bildung as self-formation through encounter with the world and return to oneself

Examples¶

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Key Sources¶

• Markus Deimann and Robert Farrow. (2013). Rethinking OER and their Use: Open Education as Bildung. International Review of Research in Open and Distance Learning, Vol 14 No 3. https://eric.ed.gov/?id=EJ1017477