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Rethinking <i<Bildung</i> in the Anthropocene: The Case of Wolfgang Klafki

Ole A. Kvamme


In this article, I discuss education in a time in the history when the human impact on Earth is massive and pervasive, with devastating consequences  on the conditions for life. Within various academic fields, this era is increasingly distinguished as the Anthropocene. The term  highlights the new, dominant position of the human species in Earth’s history, but is contentious, hiding as much as it reveals. Humanity is surely  not one, but many, participating in a complex web of relations constituted by other species and the material world. Moreover, the Anthropocene is  also a time of global corporate capitalism, when the magnitude and the consequences of human activities are unequally distributed among humans  and more-than humans alike. The ethical and political dimensions involved in this determine the reflections in this article. Specifically, I  examine Wolfgang Klafki’s educational theory as an expression of and a response to the Anthropocene. Klafki is a salient contributor to the  rethinking of North European general didactics in the 20th century, in which Bildung, formations of the self, plays a key role. In Klafki’s later works,  epochal key problems are integrated in his concept of Bildung, addressing environmental crisis, social inequity, and threats to peace on Earth, in a  global outlook that transcends Bildung’s traditionally national scope. At the same time, Klafki’s educational response expresses an anthropocentric  outlook, which calls for rethinking. In such a rethinking I suggest to see the mediating element of the common, crucial in Klafki’s Bildung theory, not  as limited to human interests but as including concerns for life on Earth, and to conceive of historical situatedness as an aspect of the  commonality of Bildung.

Contribution: The article explores how changing historical conditions in the present may have consequences for identity  formation in schools and society. Education is conceived of as a field with strong ethical bearings. This article contributes to educational theory,  reflecting on the conditions for Bildung in the Anthropocene.

Journal Identifiers

eISSN: 2072-8050
print ISSN: 0259-9422