From Play to Self-Cultivation: Contesting the Opposition between "Bildung" and "Ausbildung" in Language Education

Autor/inn/en	Collins, Ashok; Clemens, Manuel
Titel	From Play to Self-Cultivation: Contesting the Opposition between "Bildung" and "Ausbildung" in Language Education
Quelle	In: Educational Philosophy and Theory, 54 (2022) 11, S.1910-1921 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collins, Ashok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1972413
Schlagwörter	Individual Development; Second Language Learning; Second Language Instruction; Vocational Education; Curriculum Design; Student Attitudes; Educational Philosophy; Learning Activities; Skill Development; Creativity; Self Concept; Work Environment; Play; Learning Processes; Aesthetics; Imagination + Suchen Sie Ihr Suchwort? Individuelle Entwicklung; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausbildung; Berufsbildung; Lehrplangestaltung; Schülerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Kreativität; Selbstkonzept; Arbeitsmilieu; Spiel; Learning process; Lernprozess; Ästhetik
Abstract	The opposition between learning as a process of self-cultivation ("Bildung") and learning as a form of vocational training for the workplace ("Ausbildung") is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims influences the way in which educators approach curriculum design and inevitably shapes the attitudes learners bring to the classroom. In this article, we contest what we see as the overly simplistic opposition between "Bildung" and "Ausbildung" by deploying a conception of play that suspends the pragmatic demands of everyday existence. We argue that when learning activities are envisaged as a form of free-flowing, playful exploration, skills-based language training can be understood as an experience of "Bildung" in which the language learner creatively renegotiates their own identity through an encounter with both their own values and those of the target culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01