Bildung-Centred Non-affirmative School Didactics

Abstract This chapter contributes with a novel analysis of how non-affirmative theory education and Bildung contribute to the development second generation school didactics (Uljens, School learning. Psychology Press, Hove, 1997). Despite differences in terminology, general pedagogy have similarities. First, inspired by early reception Hegel-influenced theorizing Finland (J. V. Snellman, Z. J. Cleve), (SD) focuse relational teaching-studying-learning process, which resembles constitutive principles summoning Bildsamkeit. Second, both are Bildung-centred regarding centrality educative treatment teaching contents from learner’s perspective. Third, despite one is centered on (‘Allgemeine Pädagogik’) other didactics, focus as an institution. Fourth, societal interests transform into influence pedagogical interaction. Fifth, accept non-teleological view development. Sixth, positions critical citizenship (Mündigkeit) democracy central for public education. Yet, shows put forth significantly deepens many themes version didactics. The present makes contribution identifying three related pairs subjectivity intersubjectivity, explains transition between these self-activity Non-affirmative SD also reminds that educational leadership necessary understanding teaching.