Bildung theory

 Bildung theory

Main idea

Bildung is what school can offer, a combination of knowledge, ways of thinking, ways of understanding and relating to other people and ways of understanding oneself. Knowledge and competences are a prerequisite for Bildung in an educational context, but they are not identical concepts. Bildung is competences plus something more. A student with all the competences described within the curriculum might still not have obtained Bildung. Bildung thus is a value-driven concept. It means the acquisition of knowledge within a contextualised dynamic of self-development in a rich sense.

Main objectives

Researchers point out that Bildungsstandards have to be based on competence-models which shape the competences in a specific domain and also show levels of attainment (the following is based on the expertise “Zur Entwicklung nationaler Bildungsstandards” by Klieme et. al. 2003). Bildungsstandards are to define the performance which is to be expected on the basis of the competences thus set. They can be transferred into tasks and match scales (see Expertise, 25). It is acknowledged that core concepts of the subject should be reflected in the Bildungsstandards and that expectations should be reflected in the light of research on learning processes in the field and of empirical data on possible outcome.

How is it used? (environment, target groups, premises, facilities, etc)

The models should allow for describing achievements of students with regard to the set criteria and not only with regard to the achievements of other students. They should also allow for differentiated observations of students’ learning and thus for differentiated support. The expertise also recommends the formulation of minimumstandards which are to be met by all learners, thus stressing the necessity to focus on students who have till now have been low achievers.

When, where and by whom was it created?

CoE 2006 designed to be inclusive of multiple european contexts