Hegelian Bildung as an Alternative to Active Learning in Childhood Education

Autor/inn/en	Azadmanesh, Saeed; Bagheri Noaparast, Khosrow
Titel	Hegelian Bildung as an Alternative to Active Learning in Childhood Education
Quelle	In: British Journal of Educational Studies, 71 (2023) 2, S.195-212 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Azadmanesh, Saeed) ORCID (Bagheri Noaparast, Khosrow)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2022.2054940
Schlagwörter	Active Learning; Educational Philosophy; Phenomenology; Language Usage; Criticism; Teacher Student Relationship; Learning Processes; Child Development; Early Childhood Education; Constructivism (Learning); Learning Theories + Suchen Sie Ihr Suchwort? Aktives Lernen; Bildungsphilosophie; Erziehungsphilosophie; Phenomenological psychology; Phänomenologie; Psychologie; Sprachgebrauch; Kritik; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning theory; Lerntheorie
Abstract	This study aims to critique the concept of active learning in childhood education based on Hegelian Bildung. We have defined childhood education from the perspective of Hegel's Bildung in The Phenomenology of Spirit. We describe childhood education as a 'primary Bildung' having the aim of 'entering into the conceptual world'. This aim indicates that children can and are required to express their experiences in conceptual language. Finally, we critique the conceptual components of active learning from the Hegelian point of view and suggest three alternative components: 'child-educator interaction', 'understanding historical knowledge', and 'addressing concrete-abstract affairs.' We suggest that the concept of active learning needs to be replaced by 'Communicative-Interactive Learning (CIL)'. CIL takes both objectivity and subjectivity into account during the process of knowledge formation in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01