Allgemeinbildung. Homogenisierte Erziehung für die globalisierte Welt?

Abstract

Societies need to make sure that the next generation is ready and capable to take over in due time, be it in working life, culture, civil society, politics or families. Therefore, society at large and specifically state governments need to assist the efforts of families and local communities. Such provisions have been the basic premise for general educational theories for centuries, when education was often named Democratic and Comprehensive Bildung. At present, this premise needs re-conceptualization, because societies are moving dramatically towards opening up for interactions and relations with the widest possible area: the globe. Many societal challenges have effects across nations, calling for trans-national coordination, management and solutions,—for homogenized and standard based policy making. At the same time, inspiration from multiple sources produce conflicting visions and rival discourses about what the purposes of and the means for education should be. In this paper we analyze and discuss two contemporary, fundamentally dissimilar discourses on education and their theoretical and societal roots. Our main method is discourse analysis. We argue for inclusion of a global world-view in national education. We shall be critical, however, to the technocratic turn and the homogenization of education per se and argue for a Democratic Bildung perspective in education for world citizenship.