Interpreting the modern heritage of 'Bildung' in connection to education theory this open
access volume explores non-affirmative theory of education and 'Bildung' as a language of
education for the 21st century. In this 'Bildung'-centered view of education discerning
thought on knowledge and values are critical objectives of education. To promote these aims
education practice must recognize but not affirm existing conditions or future ideals but
instead pedagogically summon the student to self-directed critical treatment of the contents.
Drawing on contemporary developments of modern education theory especially as developed by
Dietrich Benner in Berlin the volume highlight how 'educative teaching' aims at supporting the
growth of the individual as a person and citizen.The volume shows how it is possible to
identify a position beyond education either as a mere transformative or a reproductive power.
Instead of such an instrumentalism education is seen as a critical societal practice
necessary for reflexive action and democracy. In different ways the chapters demonstrate how
non-affirmative theory offer an alternative to contemporary neo-liberal and conservative
policies. The non-affirmative approach offers a strong education theory relationally
connecting the interactive level of teaching studying and learning with the societal level and
educational governance. Non-affirmative theory on education and 'Bildung' provides an elaborate
point of departure for empirical research on teaching and educational leadership teacher
education and policy making. In five sections the volume highlights how non-affirmative
education theory relate to Didaktik educative teaching school didactics democratic education
and social justice. The approach is also analysed in relation to phenomenology sociology
hermeneutics cultural-historical activity theory discursive institutionalism empirical
research educational leadership and governance and 21st century competencies. Chapter On
Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung is
available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License via link.springer.com.
