School Didactics And Learning: a school Didactic Model Framing An Analysis of Pedagogical Implication of Learning Theory

Bildung
.
Therefore we will now take a brief look at how the concept of 
Bildung
is understood.
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A widely accepted and general understanding of the term is to be found in Schröder’s (1992) dictionary.
Schröder (1992, p. 37) refers to Henz’s (1991) definition: “
[Bildung]
is the increasing participation in the
culture in order to form a value-oriented, harmonious personality.” (p. 126). 
Bildung
would thus refer to a
subject’s increasing participation in a culture aiming at including the development of a harmonious
personality, in short, the development of a personal cultural identity. Four fundamental features of this
process are pointed out (referring to Henz, 1991, pp. 126ff.):
• Dynamics (through the adjective “growing”), with the comment that [Bildung] cannot be finished and
never be an established final state.
• Participation (through taking part), where “part-taking” as participation in the fundamental properties of
Being is something relatively permanent and more than occasional.
• Cultural identity (through increasing participation in the culture), by which is meant the feeling and
consciousness of being a part of the culture.
• Goal-orientation (defined as “personality”), assessed in terms of the maturity of the developed
individual, by which personality stands out for instance through balanced development, through an active
relationship with cultural values, through orientation towards values and through humaneness.
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SCHOOL DIDACTICS AND LEARNING

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Further, Schröder (1992, p. 36) understands the theory of “Bildung” in the following way:
Erudition centred approaches in modern times emphasize the individual’s interaction with her
surrounding world through [Bildung], the coping with tensions and conflicts, and the self-
determination of human beings.
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In discussing the concept of 
Bildung
Wolfgang Klafki (1986, p. 461) puts the emphasis on content. In his
critical-constructive understanding of the erudition-centred theory of didactics the leading question is the
following:
With what content and circumstances must young people interact in order to arrive at a state of self-
determination and a rational way of life, in humaneness, in mutual recognition, in freedom, happiness,
and self-fulfilment?
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A general answer within this tradition would be that education should help individuals to develop into
independent and mature subjects, i.e. that education should support young people to achieve 
Mündigkeit
.
A key question in this approach is what are the contents of education 
(Bildungsinhalt)
? Naturally these
contents have been decided by the collective (the community) and are explicated in the curriculum.
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But
how are they chosen? The notion of 
Bildungsgehalt
is used in describing this process. A fundamental part
of every teacher’s work is to analyse the contents of education from the perspective of its educative value,
i.e. to analyse ‘the 
Bildungsgehalt
. This selection procedure constitutes the kernel of what Klafki calls didactic
analysis. This analysis is specifically focused on what qualities of the content are thought of as educational
in a certain situation. Klafki (1995, p. 21) writes:
Curriculum designers assume that these contents, once the children and adolescents have internalized
and thus acquired them, will enable the young people, in themselves and at the same time in their
relation to the world, “to produce a certain order” (Litt) in themselves and at the same time in their
relation to the world, to “assume responsibility” (Weniger), and to cope with the requirements of life.
The contents of teaching and learning will represent such order, or possibilities for such order, such
responsibilities, inevitable requirements and opportunities, and that means at the same time opening
up the young people to systems of order (legal, social, moral, etc.), responsibilities (such as human
welfare or politics), necessities (such as the mastery of cultural skills, a minimum of vital knowledge,
etc.), and human opportunities (e.g. to enjoy and be active in leisure time, for example, in the arts, in
the choice of profession, etc.).
When the subject matter is analysed, this analysis should be made from a pedagogical perspective: “[T]his
‘matter’ is from the very beginning an ‘object’ seen through a pedagogical lens which a young person’s
mind is to ‘possess’: it is in short content of education.” (ibid. p. 15).
Klafki calls Otto Willman’s work