details
| Title |
Bildung und Education. Implizite bildungsphilosophische Annahmen bei der PISA-Studie in vergleichender Perspektive |
|---|---|
| Author | Stojanov, Krassimir |
| Source | Tertium comparationis 11 (2005) 2, S. 229-242  |
| Document | full text (231 KB) |
| License of the document | In copyright |
| Keywords (German) | Bildung; Bildungsbegriff; Bildungsphilosophie; Bildungstheorie; Kompetenz; Kultur; Konzeption; PISA <Programme for International Student Assessment>; Deutschland |
| sub-discipline | General Educational Science Organisation of Education, Educational Planning, Educational Legislation |
| Document type | Article (journal) |
| ISSN | 0947-9732; 1434-1697; 09479732; 14341697 |
| Language | German |
| Year of creation | 2005 |
| review status | Peer-Reviewed |
| Abstract (English): | The paper examines the question of the compatibility between the conceptual framework of the PISA-study and the semantics of the German term 'Bildung'. The author's claim is that the PISA-framework embodies a social-pragmatist approach to the processes of 'meaning-making', and that this approach is not compatible with one of the semantic dimensions of 'Bildung', namely with its emphasis on a socially independent world of cultural objectivations that has to be mirrored by canon-building school curricula. Therefore the attempt of the German PISA-Consortium to adopt that semantic dimension of 'Bildung' by both conceptual revisions of the original framework and supplement national studies should be considered as a very problematic one. (DIPF/Orig.) |
| other articles of this journal | Tertium comparationis Jahr: 2005 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 03.01.2012 |
| Citation | Stojanov, Krassimir: Bildung und Education. Implizite bildungsphilosophische Annahmen bei der PISA-Studie in vergleichender Perspektive - In: Tertium comparationis 11 (2005) 2, S. 229-242 - URN: urn:nbn:de:0111-opus-29645 - DOI: 10.25656/01:2964 |
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