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BildungintheDigitalMediumEnvironmentPapertoTheThirdISAForum“TheFuturesWeWant:GlobalSociologyandtheStrugglesforaBetterWorld.”RC51,Sociocybernetics.Vienna,Austria,10-14July
2016.
JesperTækkeAssociateProfessor,PhD
CentreforInternetResearch,AarhusUniversity,Denmark:www.jespertaekke.dk
[email protected]:@taekke
MichaelPaulsenAssociateProfessor,PhD
DepartmentforthestudyofcultureTheUniversityofSouthernDenmarkwww.michaelpaulsen.dk
[email protected]:@forskerMP
Wearelivinginaperiodwherenewsocialstructuresariseinthecommunicative
spaceandwakeofdigitalmedia.Thismeansthatwemusttrytoadapttoachanging
socialworldwithinallsocialarenaslikeeconomy,work-life,loverelationsandlast
butnotleasteducation.ThequestionofthispaperiswhatBildungshouldbeor
couldbewithinthisnewmediumenvironment.ItdrawsonLuhmann(2006),Biesta
(2006),Klafki(2014)andKant(1784)describingwhatBildungisseenfromthe
viewoftheenlightenmenttraditionandtrytodiscussandanalyzehowideasof
Bildungcouldbeusedineducationtodayandtomorrow.Thepaperdrawson
empiricalfindingsfromtheSocioMediaEducationexperiment,aDanishaction
researchprojectinanuppersecondaryschoolfrom2011-214(Tække&Paulsen
2013a,2015a,2016a,2016b).
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I.WhatisBildung?
TheconceptofBildungisGermanandliteratelymeansimaging.Likeitissaidthat
Godcreatedmankindinhisownimage,theconcepthitsatthequestionofwhat
imagewearetobeformedin,whatculturalcapitaldowewantnewgenerationsof
newcomerstoget?TheconceptisworkedthroughbythinkerslikeKant,Herder,
Humboldt,HegelandSchleiermacherduringthetimeofenlightenment(Klafki
2014).FollowingLuhmann(2006)Bildungisaparadoxicalconcept,whichwesee
rightfromthebeginningofthetimeofenlightenmentwhereKantisansweringthe
question,whatenlightenmentis:“Enlightenmentisman’semergencefromhisself-
imposedimmaturity.Immaturityistheinabilitytouseone’sunderstandingwithout
guidancefromanother.”(Kant1784).1TheparadoxisthatKantalsoisofthe
opinionthattheabilitytothinkfreelyandforhimselfistheproductofeducation.He
didnotonlysaythat:“Manistheonlybeingwhoneedseducation”(Kant1803,#1),
butalsothat:“Disciplinechangesanimalnatureintohumannature”(#3)andthat:
“Aboveallthings,obedienceisanessentialfeatureinthecharacterofachild,
especiallyofaschoolboyorgirl”(#80).Allinalltheparadoxisthatontheonehand
wehavetothinkforourselves(DaretoThinkforYourself)ontheotherwemustbe
educated,disciplinedandlearnobedience.Wereturnlatertothisparadoxabout
howstudentscanbeeducatetobecomeindependentlythinkingbeings,tobeself-
assured,andontheotherhandtohaveeyeforthecommonandothers,providingus
withthequestionofothernessinrelationtotheconceptofBildung.
AnotherimportantcontentintheconceptofBildungisthatitmustbebrought
aboutwiththeeyeonafuturethatisbetterthanthepresent.AgainKantwerethe
firstmowersayingthat:“childrenoughttobeeducated,notforthepresent,butfora
possiblyimprovedconditionofmaninthefuture;thatis,inamannerwhichis
adaptedtotheideaofhumanityandthewholedestinyofman.Thisprincipleisof
greatimportance.Parentsusuallyeducatetheirchildrenmerelyinsuchamanner
1IntheDecember1784publicationoftheBerlinischeMonatsschrift(BerlinMonthly),editedbyFriedrichGedikeandJohannErichBiester,Kantrepliedtothequestionposedayearearlier,see:http://www.artoftheory.com/what-is-enlightenment_immanuel-kant/
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that,howeverbadtheworldmaybe,theymayadaptthemselvestoitspresent
conditions”(Kant#15).AndKant’sideawasthatthisbetterfutureonlyispossible
becauseofthisbetterBildung:“Buttheyoughttogivethemaneducationsomuch
betterthanthis,thatabetterconditionofthingsmaytherebybebroughtaboutin
thefuture”(ibid.).Thisisalsoparadoxicalbecausehowcanweformabetterfuture
byeducatingstudentsinthepresentwithonlypresentthoughtsandmethods?
II.BildungasaParadox
AccordingtoLuhmann(2006:205)societyreactswiththeconceptBildungwithin
thesituationaftertheintroductionofprintedbooks,whereexternaldefinitionsof
whatmanisorshouldbewerelost.Luhmannputforwardthefunctionofthe
conceptasthecontingencyformulaofthefunctionsystemofEducation.Whenwe
donotknowwhatmanisorshouldbe,wedonoteitherknowwhattheeducation
systemmustachieve.Wecaneasethisembarrassmentbyfindingaconcept,which
ontheonehandhassuchascopethatitdoestheembarrassmentjustice,andonthe
otherhandhassuchanormativecharacterthatitcanprovidetheeducationsystem
withguidelines(ibid:206-207).LuhmannobservesBildungasaparadoxwithtwo
sideswherethepointisnottotakesideforoneortheother,buttointerpretthe
functionofBildungasacontingencyformula.AccordingtoLuhmann,onecanalsoin
adifferentwaydistinguishbetweenthetwosidesofBildung;heretheonesideopts
foranormativeformálacanon-basedcurriculumandontheothersidethereisopt
forareflectiveformofBildung,whereinthecontentofBildungcannotbesettled.
Bildunghasonlythepersonwhocanputhimselfintheplaceofanother,takethe
perspectiveoftheother(otherswillalwayshaveadifferentBildungthanoneself
andonecanonlyobserveoneselfthroughtheeyesoftheother).Wereturnto
Bildungasaparadoxlaterandtrytousethisangleasananalyticalmethod.
III.AbriefmediumhistoryofBildung
Societyhasalwaysformeditselfwithinthecommunicativespaceprovidedbythe
mediaithashadavailable.TheprototypicalformofBildungcameaboutwith
AlphabetwritingintheAncientGreeceunderthetermofpaideiaandinRomunder
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thetermofhumanitas.Bothconceptswereaboutanautonomousstrivingfor
knowledgeandinsightinawaythatwasfreeofbusinesstermsandthinking
(Larsen2013).Inthedarkagesanduptotheprintingpressandtherenaissance
readingandwritingbelongedonlytothefew,andtheirknowledgealmostonly
consistedinlearningthebooksthatwerecanonizedbythechurch(besidetheseven
liberalarts).Aftertheinventionoftheprintingpressnativelanguagebecamealso
writtenlanguagesgivingbirthtonationalistic(romantic)thinking(Eisenstein1983)
andintheendalsotoHerder’sconceptofBildung.Thisconceptwasaboutlearning
andpreservationofnationsspecialhistory,cultureandlanguage.Eventhoughmany
famoushumanistshaveworkedthroughtheconceptitstillhaveanationalisticbias.
Inthewakeoftheprintingpressgeneral(algemeine)schoolsystemsslowly
developedalloverEuropetryingtoprovideyoungpeopleBildung.Thiswasatop-
downmanagededucationalsystemwithauthoritativepedagogicalformswiththe
teacherinpowerinterpretingtextsselectedbythecentralstategovernment.Only
thefewwouldadvancetotheuppersecondaryschool,in1950only5%woulddo
thatinDenmark(Larsen2013).Withtheanalogueelectronicmediatheauthorityof
theteacherwasdiminishedbecauseofthenewinformationsituationbrought
throughespeciallybytelevision(Meyrowitz1985).Nowthestudentsknewalmost
everythingwhichbeforeweresecretsbecausetheydidnotneedtobeabletoget
handonandreaddifficultbooks–buttobeeducatedandgetBildungtheystillhad
tobeabletoreadandwrite(ibid).Alsonowtheteachercouldselectmoretexts
becauseofthecopymachine.Thepedagogywaschanged;nowtherewasmore
dialogandamoreequalrelationbetweenthestudentsandtheteachers.Thepraxis
ofBildungwasbroughtmuchclosertotheideaofBildung.FollowingLuhmann
(2006:212)thecontingencyformulaofBildunginthetwentiethcenturyisadjusted
tothelossoffoundedcanonbasedcertainty.Thisistheformoflifelonglearning
andthereflexiveformulanowistolearntolearn.TheideagoesbacktoHumboldt:
“Theyoungman(…)isengageinadoubletmanner,firstwiththelearningitself,and
thenwithlearningtolearn”(herequotedfromLuhmann2006:213).Accordingto
Luhmann:“Wenowreverselyhavetoselectthestuff(thereistoomuchofit),and
onepossibilityis–insteadofitsinnervalue–toaskwhichopportunityitprovideto
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practicetolearntolearnandtoreconcileoneselftoafuturewhereoneallthetime
hastolearnsomethingnew”(Luhmann2006:213).
IV.Theproblem
Thingsaremovingfastinsocietywhereallparts,sectorsandlevelsarealteringand
changinginaccordancewithnewdigitalcommunicationmedia.Notatleastthe
productionformsarechangingfromtheformdevelopedintheepochof
industrialisationwithasharpdistinctionbetweenproduction,distributionand
consummation.Nowweseeacontractioncalledprodusage(Bruns2008).Wealsose
newformsofnetworking,intercreativity(ibid),spreadingofcontentandformsof
convergenceandparticipationculturescharacterisedbyshaping,sharing,
reframing,remixingandappropriation(Jenkins2013,2008,2006).Wearelivingin
anewsocietyorinasocietywhichareonitswaytobecominganextsociety
(Baecker2007).
InhisbookNoSenseofPlaceMeyrowitzshowshowanaloguemediachangedthe
spatialconditionsofsocietymixingsituations,whichbeforeweredifferentiated,
creatingnewinformationsituations.NoweverybodycouldgototheVatican,the
WhiteHouseortoaschoolclassthroughthenewcommunicationmedia.Nowwith
digitalmediawecandomorethatseeandlisten–wecanalsointervene;wecando
thingsandsaythingsonplaceswherewearenotphysicallyseen.
Theschoolhasforcenturiesbeenbasedasasocialsystemthatprocessesinaclosed
room:"Theinteractiontakesplaceinaclosedroomthatarenotpublic,sothat
distractionfromtheoutsideworldcanbeminimized"(Luhmann2006:131).For
centuriesthefourwallshaveprotectedwhatwasgoingoninclass:"Especially
ensuresthespatialsecretionofeducationthattheeducationsystemcancontrolits
ownthematics,anddecideforitselfwhentobegin,alternatingorquitthemes"
(Luhmann2006:132).Withanalogueelectronicmediamanythingschangedin
educationbecauseofthenewinformationsituations(Meyrowitz1985,Tække&
Paulsen2013a).Butwiththedigitalmedianotonlytheinformationsituations
changeagain,butalsotheinteractionsituationschanges(ibid).
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Wehaveobservedthattheschoolroomsareopenedup,meaningthatthestudents
nowcanaccesscontent,conversations,computergames,friendsetc.fromallover
theworld(throughtheInternet).Theschoolsthemselvesinvesthugesumsof
moneyinequipmentlikewirelessnetworksanddigitalblackboards.Yet,the
teachershavedifficultiesinusingthenewmediaforeducationalpurposesandtend
towardseithertoprohibitortoignoretheuseofdigitalmedia(Tække&Paulsen
2013a).Bothstrategies–prohibitionandignorancegenerallyfailsforseveral
reasons,butfirstofallbecausethenewproblemswithInternet-relateddistractions
intheclassroomcomefromalackofnorm-buildingadequatewiththenew
situationsprovidedbythenewcommunicationspaceofdigitalmedia(ibid.,
Meyrowitz1985).Atthesametimethenewpossibilitiesforteachingprovidedare
notactualisedorinvented.
Allinall,thismeansthatweseeaBildungofstudentsbelongingtoyesterday’s
mediumenvironment.ABildungwherestudentsaretreatedlikewestilllivedinthe
epochofindustrialization,andcommunicativelyseenbeforedigitalmedia.Framing
thetwopresentedmainideasofBildung:Howdoweeducatestudentstohavethe
abilitytothinkfreelyandforhimselfwithinthenewsociety?Andhowdowe
provideaBildungbywhichstudentscanco-createabetterfutureinthisnew
mediumenvironment?Maybewefirstnowinthisnewmediumenvironmenthave
thepossibilitytoprovidingsuchaBildung!
Butwhatweseetemporaryareeitherthebeforementionedprohibition/ignorance-
strategy,oranarrow-mindedfocusoncompetencies,likehowtousethisorthat
application,whichdoesnotprovideanybodywithBildung,eventhoughbasic
competenciesisarequirementforparticipatinginahighertaxonomysociallevel.
V.Biesta’scontemporaryideasofBildung
DrawingonHeidegger,Biesta(2006:6)claimsthatthehumanismandtherebythe
traditionofBildunghasfailedintherespectthatwecannot(andshouldnot)
pinpointtheessenceofman.Thereforeducationcannotbetoplaceindividualsinan
alreadyfixedorder,educationinvolvearesponsibilityforeachindividual’s
possibilitytounfoldinauniquewaywhatitmeanstobea(good)humanbeingin
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theworldtoday..Theroleoftheteachermustbeunderstoodastheresponsibility
foruniqueindividual’s“comingintotheworld”andaresponsibilityfortheworldas
aworldofpluralityanddifference(Biesta2006:10).Themaineducationalquestion
forBiestaishowweinpeaceandtolerancecanlivetogetherwithothersdifferent
fromourselves(Biesta2006:15).Biestafindsamajorshiftfromeducationto
learning,whereeducationhasbeenredefinedtoonlysupportingandfacilitating
learning.Thischangeprovidesabusinesslikepatternwherestudentsareseenas
customerswhoshallhave“valueformoney”.Butitisproblematicbecause
customersinprincipalknowtheirneeds,whichisnotthecasewiththenewcomers
wetaketheresponsibilitytoeducate(Biesta2006:21).Anotherproblemwiththe
learning-logicisthatitmakesitverydifficulttoraisequestionsaboutthecontent
andpurposeofeducation.Whenthecontentareonlyobservedfromtheangleofthe
consumerorthemarked,wefaceproblemswiththepedagogicalknowledgeandthe
democraticallyaim(Biesta2006:24).FollowingBiestathesearethemainproblems
inrelationtoBildung:thelackofhumanessence,thelearningdiscourseand
especiallythepluralityquestion.Biesta(2006:102)makesadistinctionbetween
diversityanddifference,wherediversityisanangletopluralityasacoupleof
variationsagainstanidenticalbackground;weareallequalandlikeeachother
becauseofanuniversalhumannature.Incontrastdifferencemeansthatwereally
aredifferentandthatthereisnocommonessencewhytheall-encompassing
frameworkdoesnotencompasseverythingorallofus.Weareasdifferentaswe
experience.ThisisthemostimportantquestionforBiestaandhisansweristhat
pedagogymustimplyopenness:“anopennesstowardnewanddifferentwaysof
beinghuman”(Biesta2006:106).Theproblemsandchallengesoftodaycallfor
educationtofocusonthebecominguniqueindividuals(inmodescompatiblewith
everybodyelsealsoactinginuniquewaysformingasharedspaceofplurality).The
strategytoachievethisisaparadoxicaldeconstructivecombinationofeducation
anditsundoing.Thegoalfortheteacheristhemomentwherethestudentfindshis
orherownuniqueresponsiveandresponsiblevoice.Theteacher’sresponsibility
thereforisaresponsibilityforsomethingunknown(Biesta2006:116).Toteach
democracyschoolshavetobedemocratic(Biesta2006:124).Throughtheworksof
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HannaArendtBiesta(2006:133)comestoaconceptofaction,whichisonly
possibleinalife-worldwhereothersalsoareabletoact.Tobecomesubjectsweare
inneedofotherswhocanrespondtoourbeginnings:“IfIwouldbeginsomething,
butnoonewouldrespond,nothingwouldfollowfrommyinitiative,and,asaresult,
mybeginningswouldnotcomeintotheworldandIwouldnotbeasubject”(Biesta
2006:133).The(positive)problemisthatothersreactinunpredictableways,
becausewealwaysactinrelationtootherswhocanactthemselves2.Itisthe
impossibilityinstayingincontroloverone’sownactions,whichatthesametimeis
theconditionforone’sbeginningscanbecomesomethingintheworld(Biesta2006:
133).Ifwetrytocontroltheresponsesofothersordepriveothersofthe
opportunitytobegin,wecannotcomeintotheworldtogetherassubjects,hence
subjectivityisnotapossibility(Biesta2006:135).Onthisbackgroundtomake
democraticsubjectivitypossibleinschoolswemustcreateaneducational
environmentinwhichstudentshavearealopportunitytobegintotakeinitiative
(Biesta2006:138).
VI.Analysis-Bildungandthenewmediumsociety
Digitalcompetencesareveryimportantandwhatpoliticiansaskforandwhatthe
schoolswhoatleastdosomethinginrelationtothenewmediumsocietythatthe
studentsaregoingtolivein,canmanagetoprovidemoreorles.Butcompetences
arenotenough.StudentsneedBildunginrelationtothesocial,whichnowhas
becomeenrichedandmuchmorecomplexbytheeternalnumberofnew
possibilitiesforformation.TheproblemisthatnobodyknowswhatBildungmeans
inthenewmediumenvironment.Inthefollowingwewillbringforwardasynthesis
oftheoverherepresentedtheoryaboutBildungandthetheoryofthethreewaves
whichwehavedevelopedintheSocioMediaEducationExperimentmentionedin
theintroduction(seeTække&Paulsen2012a,2012b,2013a2013b,2014,2015b,
2015a,2016a,2016b).Thismeansthatwenowputforwardthreeempirical
2HereBiestacomesclosetoLuhmman’s(1995)theoryofcommunicationandtheconceptofdoublecontingency,whichisthebasicandnecessarysituationofmutualuncertainty,fromwhichcommunicationtakesofandaremadepossible.
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supportedandtheoreticallyenlightedaspectsofBildung,whichtogetherformsthe
firstcontoursofDigitalBildung.Firstwebrieflypresentthetheoryofthethree
waves.
A.SMEexperimentandthetheoryofthethreewaves
Letusfirstsketchoutourtheoryabouthowclassteachingseemstochangeinthe
newmediumenvironment(Takkke&Paulsen2015a,2016a,2016b).Thetheoryis
basedonempiricalfindingsfromathree-yearactionresearchproject,TheSME-
experimentfrom2011-2014(Tække&Paulsen2012a,2012b,2013a2013b,2014,
2015a,2015b,2016a,2016b).Theresearchquestioniswhatconsequencesdigital
mediaandwirelessnetworksmeansforclassroom-basedteaching.Ourthesisisthat
theoldschoolsystemreactstothenewconditionsforteachingandlearningshaped
bythedigitalmedia.Weproposethatwhatishappeningisadeconstructionofthe
oldclosedclassroominfavourofanopencommunitybetweenstudents,teachers
andthirdparts.Yet,thedeconstructiondoesnothappenatonce.Ratherwesuggest
thatitarisesthroughthreewaves(Taekke&Paulsen2015a,2015b,2016a,2016b).
Inthefirstwavetheoldclassroomisopenedup.Studentsaredistractedand
teachersdonotknowwhattodo.Internetbecomesachallengetoteachingand
learninginthisphase.Inthesecondwaveattentionisdrawnbacktotheeducational
interactionbetweenteachersandstudentsthroughtheuseofsocialmedia.Inthis
phasesocialmediaareusedtore-stabilisethelearningsituationandintensifyit.In
thethirdwaveteachersandstudentsgoastepfurtherandsucceedinestablishing
educationalrelevantinteractionwiththirdparts(authors,researchers,foreigners
etc.)throughtheInternet.OnlyinthisfinalphasetheInternetbecomesameanof
newperspectivesthataltertheoldeducationalsettingthoroughly.Inthefollowing
wearegoingtogiveexamplesfromtheeraofthethirdwavetodiscussBildungin
themediumenvironmentoftodayandtomorrow.
B.Aproductofeducationandfreelythinking
Ifwelookbeforetheteachersbeganexperimentingwiththethirdwave(contactin
andoutoftheclassroom)oneofthemostimportantelementsintheSME-
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experimentwastheworkwithreflexivity(hereattentiontoattention).Theteachers
hadtohelpstudentstodevelopareflecteduseofmediaandtheyalsothemselves
hadtodevelopareflectedandunderstandingwayofbeingconcernedwiththe
students’useofmedia.Thisincludedhelpingthestudentstobeattentiveinrelation
totheirattention.Inallprobability,thisdoubletaskcanonlybemaintained
adequatelythroughtheinteractionbetweenthestudentsandtheteacher.Neither
thestudentsnortheteacherhaveaprioriknowledgeoftherightwaytohandlethis
newcomplexity.Thecommunicativelyachievedattentiontoattention(andthe
problemsofattentioninthenewmediummilieu)canbeseenasawayofreducing
andcontrollingthenewcomplexityarisingfromtheinfinitepossibilitiesof
interactionin(andoutof)theclassroom.Yet,oneguidingtaglinehereisthatitisnot
possibletomultitask(König2005,Leeetal.2012,O’Brien2011,Pashler1994,
Taekke&Paulsen2013).Naturallyifoneoftwoactivitiesisautomatedlikewhen
youaredrivingacarwhileyouarechattingitispossible,butifthetrafficsituation
turnscomplexyoumustshutup.Takingsocialmediaasanexample,astudentcan
seethatthereisanupdateonFacebookwhilelisteningtotheteacher,learning
somethingnew,butnotreadorwriteanupdate–andstillsimultaneouslyfollowthe
newargumenttheteacherputsforward.Ontheotherhandonehasanabilityto
switchbetweendifferentactivities,dependingonhowwellone’sshort-term
memoryisandhowstrongone’swillandsituationalinvolvementisintheleaning
activity.Alsoone’sreading,writingandIT-skillshasastrongeffectonhowgoodthe
singlestudentisatswitchingforthandbackbetweentheteachinginteractionand
otherinteractionsanddoings,likegamingorsurfingonthenetreadingnewsor
otherstuff.Thesinglestudentmustknowhisownattentionscope,hisgoodskills
andshortcomings,andtheteachermusthelphimunderstandandtakeactiononthe
basisofareflectedpointofview.One’sstandardinthedifferentschoolsubjectsalso
hasinfluenceonwhatyoucanaffordofavertedattention.Thismeansthatitcanbe
differentnotonlyfromstudenttostudent,butalsofromsubjecttosubject,e.g.from
EnglishtoMathwhatthestudentcanaffordofavertedattention(Taekke&Paulsen
2012b).Theworkwithattentionandself-reflectioninthefirstyearoftheSME-
experimentwasanimportantstepforthestudentsontheirjourneytowardsthe
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capacitytothinkforthemselvesanddevelopsocialresponsibility.Togetherwith
educationalinteractionusingthesocialmediaofTwitteritprovidedthemwiththe
skillsneededfortheirlatercontactinandoutoftheclass.Butherewearemostlyon
thelevelofcompetencies:competencieshelpingthestudentnottotrytomultitask,
competenciestouse,forinstance,Twitterforeducationalinteraction.Thus,itis
mainlythroughtheshifttothirdwaveeducationthatthestudentlearnstotake
informeddecisions–tothinkforhim-self–inaproperBildung-sense.Thishappens
whenitisnottheteacherwhotellswhatthetextisaboutorwhatthemeaningofit
is,orhowtowriteatextorsellaproduct.Insteaditis“realpractitionersfromthe
surroundingworld”whopresenttheirtexts,methods,experiencesandmeanings.
Theteacherbecomesaguidewhohelpsmaketheconnections,providerelevant
materialtopreparethemeetingandhelpreflecthowthestudenthaspreformedin
themeetings.Overtimethestudentslearnhowtointeractwithinthenewmedia
environmentandtotakefullresponsibilityforthewholearrangementandsituation
anditsorganization.Theylearntothinkforthemselvesandmakedecisionsinnew
socialsituationsinaprofessionalcontext.Inthebeginningguidedbytheteacher
andingroups,butovertimethestudentshappenstobealoneinsuchsituations
onlyguidedbythemselves.Inthethirdwaveitisnewandrealsituationsinsteadof
thesurrogatelearningsituationsdevelopedundertheformermediumsocietiesthat
motivatesandprovidethestudentswithBildung(Bildunginasensethatmatches
thecontemporarymediasociety).Thismeansthatthestudentsarenotonly
performingthelanguagegamesdevelopedinclassbetweentheteachersand
studentswithalmostnootherconsequencesthanthemarksandreactionsfrom
otherstudentsfamiliarwiththisformofsurrogatelearningsituations.Inthethird
wavethestudentsareinrealsituationswithrealconsequenceswithrealpersons
havingasituation,ameaning,orprofessionthatthestudentsmusttryto
understandandrelateto.Ontheonehandwehavelittleempiricalfindings
regardingthethirdwave,ontheotherhand,allthethirdwaveexperimentsare
tellingexamples.Therewere,forinstance,twocaseswhereotherschoolclasses
werecontacted–oneinDenmarkandoneinGermany.Inbothcasesthestudents
wereveryengagedandmotivatedbycommunicatingwithothersoutsidetheclass,
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herewithotherstudentsofthesameage(Taekke&Paulsen2015b,2016a,2016b).
Theinteractionswereformedsothestudentswerealoneorinsmallgroupswhen
theymeetupwiththestudentsfromtheotherschools.Accordingtotheteachers
morestudentsweredrawnintotheschoolworkthanusually.Itfeltmoreimportant
tothestudentstocontributeandalsothequalitywerehigherthannormal,because
ofafeelingofbeingobservedbyothersatthesameage,andbecauseofafeelingof
beingrepresentingtheirownclass.Thestudentshadtoperforminameetingwitha
strangerinasituationthatbecauseofthearrangementforcedthemtomake
decisionsonthespot,tothinkandatthesametimedothiswithinaneducational
framework.Inrelationtobothclassestheyalsogotnewperspectivesand
informationtranscendingtheinformationgivenbytheirownteacher.Inrelationto
theGermanclassitalsobecameimportanttowritecorrectlyandthestudentsfelt
thatthelanguagewrittenbytheGermanstudentswereamorerealGermanthanin
thebooksandspokenbytheteacher.Student:IfeelthatIlearnbetterbycommunicationinsteadofreadingabook.Alsothelingualnotjustthegrammatically.IfyoucommunicatewithonefromGermanythenyoulearnbetterGermanthanifyousitintheclassandtalkGerman.That’sthewayitis.
Studentinterview1314/32013
Asseeninthequotethestudentcomestotheself-madeconclusionthatshelearned
morefromsuchameetingthanintheold-fashionedwayofeducational
organisation.Moreoverthestudentsalsofeltthattheythemselveshadsomethingto
contributewithfortheotherclasses,whichalsopinpointsagrowingself-confidence
andself-awareness(Tække&Paulsen2015b).
Lookingattheproblemfromtheviewoftheparadoxwewillnotselecteither
educationlikediscipline,humilityandobedienceorakindoflettingthestudentsbe
forthemselvesundisturbedbyeducation.Wewillviewtheprobleminawaywhere
educationandteachershelpstudentstobecomeself-assuredinthenewmedia
environment.Educationmustprovidestudentswiththeabilitytothinkandbe
capabletoadapttothesocialinthecontemporarymediasociety.Bildunginthe
contemporarymediasocietymeansthatstudentscanunderstand,participate,alter
andexceedthenewsocialsituationsenabledbythedigitalmedia.
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C.Theoldcurriculuminanewandinteractiveway
Inthethirdwavestudentsworkwiththesamesubjectsandtopicsasbefore,but
withinanewframeworkandinanewwaywherestudentsinteract,forinstance,
withanauthororwithstudentsfromotherschools.Becauseoftheintroductionand
confrontationwithothersfromthesurroundingsocietythestudentsmeetsthe
topicsinthewaytheyareperformedand/orinterpretedbyothersthantheirown
teacher.Beforetheeducationalinteractionwereperformedinwhatwehavedefined
asanechoroom–aroomwhereinterpretationswerenotradicallychallengedby
otherinterpretatorsthantheteacher,thetextbookandthestudents,thustheclosed
class-room-community(Taekke&Paulsen2014,2016a).Inthethirdwavethe
interactionwithothersoutsideclassprovideasynchronizationwithhowthings
happensandareperformedoutsideschool,forinstance,inrelationtonewformsof
production(e.g.produsage).Curriculumisactualizedandbecomesmorerelevant
andmotivatingforthestudents(Taekke&Paulsen2015a,2016a,2016b).Intheold
daysthecurriculumconsistedinleaningclassicaltextsinLatinandancientGreek,
latertranslatedancienttexts.Alsomathematicandforeignlanguages,worldand
nationalhistoryandliteraturewereamongthesubjectsthatamanwithBildunghad
hadtobeeneducatedin.Aftertheintroductionofanalogueelectronicmedia,
especiallytelevisionandtheyouthrevoltinthelate1960smanycontemporary
topicsbecamepartofcurriculum.Simultaneouslyalsopedagogicchangedinto
formsofamoreequalrelationshipbetweenteachersandstudentsandgroup-work
andprojectorientedteachingbegan.Butevenwhen,forinstance,filmsandarticles
fromnewspaperswereused,theteachingmaterialswereselectedandpresentedby
theteacherandinterpretedwithinhis/herframework.Thetextsweremostlyold
booksthatmediatedforinstance,poemsanddescriptionsofauthors,orcopiesoften
takenfromoldbooks.Allinallthismeantthateducation,itssocialformsand
knowledgeweredevelopedinaccordancewiththemediummatrixofthattime.Not
thattherewereconsensusbetweendifferentschools,butthetendencyisclear
enough.InthissocietyLuhmannpointsoutthatthecurriculumwayofBildung
changestotheformoflearningtolearn–becausethecomplexityhadincreased
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overthelevelwhereitispossibletofigureoutwhatknowledgewillhelpstudentsto
manageaftertheireducation.Ofcoursestudentsoftodaymustalsolearnhowto
learn,butastheschoolusedthenewmedialikefilmaftertheintroductionof
electronicmediatheschooloftodaymustalsousedigitalmedia.Lookingatthe
problemfromtheviewof“theBildung-paradox”wewillnotselecteitherpure
classiccurriculumorpurelearningtolearn,butbothatthesametime.Heretowe
willalsoputforwardabrannewformofpedagogywheredigitalmediaareusedto
find,observe,interactwith,storeandretrieveteachingcontent.
FromthesecondyearintheSME-classtheteachershadtoworkoncultivatingthe
contactbetweentheclassanditssurroundingworldtoestablishdialoguewith
networkresources.Thepartlyre-stabilizededucationalcommunityoftheclass
shouldinthiswayachievethattheotherwisedisturbingcontactwiththe
surroundingworld,wouldbeharnessedfortheeducationalwagon,andhereby
turnaroundthesituationforthebetter,sothecontactinsteadofdrawingattention
awayformtheeducationalinteractionwouldintensifyit.Moreoverourthesiswas
thatthiscontactwouldenrichandinspiretheinformationsituationwithanglesand
perspectivesgoingbeyondwhattheteachercouldgive.Generallyseenthismove
wouldprovidetheclasscompetenciesinworkinginamodusadequatewith
convergenceculture,intercreativityandprodusage.
OneexamplewasthattheliteratureteacherinitiatedcontacttotheDanishpoet
KasperAnthoni.Theclassredoneofhispoemcollectionsandthroughtwosessions
theyaskedhimquestionsonTwitter.Accordingtotheteacherthestudentsusually
havenooronlylittleinterestinpoemsbutthiscontactreallygottheminterested.
Alsoaccordingtothestudentstheexperiencewasmotivatingandmindblowing.Student1:Ithinkitwasatotallydifferentwaytoanalyzepoems.AmuchbetterwayIthink. Student2:YeswhenwehavetheAuthor[onTwitter]wecanquestionhimifthereissomethingwecannotunderstandinthepoemandaskhimwhathedidmeanandthenhecancomewithatweetaboutit.
Groupinterview131/102012
Student1:Ithelpswiththeinterpretation.IfIaskhimhowhegottheidea,thenhetellsthathehadafeeling,andthenitisessayertointerpretthepoem.Ithinkitwasgood.
Groupinterview531/102012
15
Theinteractionwiththepoetisexemplaryfortheconceptofthethirdwavewhere
theclassdefinitivelysucceedstodrawinresourcesfromoutsideclassandto
performnewandadequateeducationalforms.Theteacherfallsalittlebackbutstill
taketheresponsibility,heletthestudentsgettotheresourceandletitbethecentre
fortheirattentionandreflection.Theteacherhavemadetheconnectiontoand
appointmentwiththepoet,helpedthestudentstoreadthebook,withgood
questionsandwiththeirorganisationingroupstothesessions.Theseeffortsare
goodinvestmentsbecauseofthestudents’motivationandengagementtriggeredby
thedirectcontactwitharealauthorthroughTwitter.
Itwouldalsobepossibletodothesamewithclassicalliterature,thusa
contemporaryauthororliteratureresearchercouldtaketheroleandinteractwith
thestudents–orevenstudentsfromotherschools,asmentionedinlastsection.
Evenbeforeelectronicmedianewtextsweretakenupandbecamepartofthe
curriculum,butthistendencyhasincreasedovertheperiodofelectronicmediaand
isstillthecaseinthecotemporarymediumenvironment.Maybethereforwein
Denmarkseearevivalofdifferenteducationalcanonsdrivenforthbypoliticians.
Thisisnotadisaster,butprovideuswithhistory,aslongaswealsohavenewtexts
andaslongtheteachingmethodisuptoday.Inothersubjectslikebusinessthe
teachergavetheSME-classassignmentswheretheyshouldcontactlocalcompanies
usingpredefinedtypesofmediathattheteacherknewthatthecompaniesused,like
TwitterandFacebook.Thisgaveaverypositiveresultinregardtomotivation,
engagementandtheinformationsituation.Thestudents,alsosomeofthemnot
usuallymotivated,explainedininterviewsthatitwasrelevantandauthenticto
communicatewithlocalbusinessmenandthatithelpedthemtoapplytheoryto
theircases.Inthisexamplethetheorywerenotnew,butthestudentsfoundit
meaningfultoworkwithbecauseoftheapplicationtorealbusinesses.Our
conclusionisthatitispossibletousesuchinteractivemethodswithgreatsuccess:
Thestudentslearnwhatisintended,thecurriculum,butinawaythatmotivate
themandinthesametimethiswayprovidethemwiththelearningandworking
methodsoftoday,ofthepresentmediumenvironment.Alsotheylearnunexpected
16
thingsandmoreprofoundlyandimportantlybecomeeducatedbytheteacher-
mediatedcontactwithothersfromthesurroundingworld.ThisisBildungina
doubletsensesincebothmethodologyandcontentisinplay,aswellasboththe
teacherandtheworldofpluralitycomesintoplay.
D.Meetingupwiththeothers
Inthethirdwavestudentsareconfrontedwithotherswhoareeitherotherstudents,
professionalsworkingwithinthefieldsrelevantforthetopicsthatthestudentsare
facing,ortheyareexponentsforthekindofpeoplethattheteachingisabout.Also
thereisasocialaspectbecausethesemeetingsoftenareinthecontextofgroups
andnetworks.WhatBiestaasksforisexactlywhatisbroadaboutbythenew
pedagogyofthethirdwave:Studentsmeetswithapluralityofothers.The
perspectiveishuge;itwillbepossibleforstudentstomeetallkindsofpeoplethat
theybeforecouldonlyreadabout,orasanexceptionmeetwithinthephysical
world.Itwould,forinstance,bepossibletomeetwithrefugees,realrefugeesinreal
situationswhenworkingwiththetopicinsocialstudies.Studentswillnotonlygeta
description,butmeetarealhumanbeingandthroughtheinteractionexperience
other’sunpredictablewaysofreacting.Theteachertherebyfulfillsthe
responsibilityforuniqueindividual’s“comingintotheworld”,whichhappenshere
whenthestudentsmeetothers.Bydoingthistheteachershelpthestudentsontheir
waystobeabletotakecontacttootherpeople,takeinitiatives,listentoother
peoplesview,react,askquestions,reflectandmakethingstogetherwithothers.The
studentsmaybedonotknowthatitwillbringthemneededBildungtomeetother
studentsfromothercountries,orapregnantwomanorarefugee.Theteachermust
letthesemeetingshappenwithanunprejudicedattitude,whichmakethestudents
openfordifferencesotheyexperiencethatthereisnocommonessence(Tække&
Paulsen2016c).Inthissetupstudentsfindtheirownuniqueresponsiveand
responsiblevoiceandthroughdialogueswithotherslearnsnotonlytorespect,but
torelate,understand,andtaketheattitudeofrealdifferentothers.Thestudentswill
try,overandoveragain,tobeginaconversationandexperiencethatnothing
followsfromsuchinitiativesifitwerenotfortheresponsesfromothers.Theywill
17
tryandtherebypracticethatotherswillanswerinunpredictablewaysandgetused
totakepartinandresponsibilityforsuchcommunications.FollowingBiestathis
willmaturethemandmakesthemintosubjects,movingfrominfantilewaysof
reactingtogrownupwaysofreactingtoothersandotherness(Biesta2016).From
aLuhmannitpointofview,theywillhavethechancetobuildupinternalcomplexity
thatwillhelpthemreducethecomplexityofdoubletcontingentsocialsituations.
Whichmeansthatthethirdwavepedagogyisprovidingthestudentswithaformof
Bildungthatsuitsthemtotakepartinthecontemporarysociety,whichishyper-
complexandwithnoanthropocentriccenterbutmustbecharacterizedas
polycentric.
E.WhydigitalBildung?
ThenetworkcultureoftheInternet,justlikethetransparencyofthetelevision,now
penetratesallofsociety.Theformsdevelopedforobservation,net-work,producing
etc.isnowexpectedeverywhereandveryoften,almostalways,underpinnedand
madepossibledirectlybydigitalmedia.
Awell-knowndifferencebetweenmassmediaanddigitalmediaisthatmassmedia
tendtopresenttopicsorpersonsseenfromdifferentangles,whiledigitalmedia,or
ouruseofdigitalmediatenttogiveuswhatweexpect,wantandlike.Inthis
relationitisaresponsibilityforeducationandteacherstoprovidestudentswitha
Bildungthatanimatethemto–whatisimpossibleinmassmedia–meetdirectly
withthepersonstheyareformingtheirmeaningsabout.Refugees,forinstance,are
theyantagonists,protagonistsorwhatarethey?Heretoeducationandteachers
mustprovidestudentswithaformofBildunganimatingthemtofeelresponsibility
forsearchingtopicsfrommorethanoneangleandtoprovidethemwitha
knowledgeenablingthemforitandalsoprovidethemwiththeneededcompetences
forit.
Meetingwithotherswerethethrough-goingandessentialideaofthethirdwave
experimentsoftheSME-project.Nottotakethealreadymentionedcases,letslook
atanother(alsomentionedinTaekke&Paulsen2015a),onewheresomeofthe
18
studentsandteachersfromtheSME-classafterappointmentaneveningsatateach
theirhomeandwatchedaTVdocumentaryaboutthefinancialcrisisandused
Twittertointeractaboutit.Aftersometimeoneofthestudentsobservedthatthe
restofDaneswhowatchedthedocumentaryandwereonTwitterusedaglobal
hashtagtointeractaboutit.
Researcher:Soyouwerediscussingthedocumentarywiththeothersfromtheclassandthenitwereextended.Whatdoyouthinkofthat? Student:youalsogototherpeoplesopinion[…]andtherewerereallymanyopinionsandtweetsanditwasgoingonlogaftertheprogramended.Itwasreallyexciding. Researcher:asitgoodforthediscussionthatitwasnotjusttheclassandyourteachers? Student:YesIbelieveso.Becausewemaybehavealittlebitthesameopinionintheclass,becausewehavethesameteacher,anditisthesamethingswedo.Andthentherewereotherpeoplesopinions,peoplethatisanotherplaceintheirlife,andhaveanotherperspectiveonsociety.
Studentinterview99/1-2013
Thereisknockedaneducationallyrelevantholeintheclass’echoroom,and
perspectivesarrivefromtheoutsiderepresentinganotherness.Thetypical
situationintheechoroomwheretheteacherdecideswhatisgoodandwhatisbad
andtrueandfalsefadesaway.Aswesawwiththepoetthecultivatedopening
underminesthispositionandtheteachermustfindanewrole.Notnecessary
weakenedbutmoreadequatewiththenewmediumenvironmentasamoderator
andorganiserthathelpsthestudentsunderstandthedifferentopinionsinsociety.
WeaskedthestudentwhatitwouldbelikeiftheSME-classhadnothadthecontact
totheexternalworld:
Student:YesthenIbelieveitwouldbebiased;theteachers’opinionwouldshineverymuchthrough.Nowwegetother’sopinions,other’sviewonthethings.Thismeansthatwhattheteachersaysisnotjusttheright,butthatyouthenalsocanfindinformationabout:canthisreallybetrue?Whydoesshesaythat?Andsuchthings.Soitmakesusthinkinanotherway
Studentinterview99/1-2013
Thisopeningisarchetypicalforthethirdwaveeducationmethodandshowshow
otherpersonswithotherperspectivesprovidethestudentsandteacherswithviews
fromtherealworldofsocietymeaningadifferencetowhatwouldhavebeen
possibleintheclassseenasaclosedsystem.Nowresourcesfromtheoutsideis
19
actuallythereanditwouldhavebeenpossibleforthestudentsnotonlytotake
accountoftheviewsformothers,butalsotointeractwiththemandinthiswayto
haveinvestigatedfurtherwhatthemeaningsconsistedin,whotheotherswereetc.
AsitwastheexamplelikemostfromtheSME-projectonlyopenedforthe
perspectivesandpossibilitiesofwhatthepedagogyofthethirdwavecouldandcan
meanfortheBildunginthecontemporarysociety.
TheparadoxthatBiestaprovideuswithisthatthebecominguniqueindividuals
runsthroughaparadoxicaldeconstructivecombinationofeducationandits
undoing.Theresponsibilityoftheteacherbecomesaresponsibilityforsomething
unknown,whytheteachercannotcomeintoclasswithafixedideaofwhatthe
studentsmustlearninasubstantialmeaning,butonlywiththeideathataspecial
topicorproblematicorarrangementhastobeworkedwith.Inourframeworkthis
meansthattheteacherbecomesthemediatorthatnotonlyrepresentdifferenceand
othernessthrougholdbooksandhisorherownknowledgeaboutotherness.The
responsibilitybecomestoactuallylettingthestudentsmeettheotherness,meetthe
actualothernesspresentedbyrealpersons,realhumanbeings.
VII.ConcludingremarksOurconclusionisthattheideasandcultivationofenlightenmentandthusBildung
mustfindanewforminthecontemporarymediaenvironment.Theimagewewant
thenewgenerationtobeformedincameaboutafterthealphabeticwritingandhas
beenchangedeachtimeanewbasicmediaofcommunicationhasbeenintroduced
changingtheconditionsforthesocial.Fromourviewpointinhistoryitseamslike
wenowmoreradicallythaneverbeforearehavingthepossibilitytogetreallyclose
totheconceptofBildungdevelopedinthetimeofenlightenment.Seenthroughone
oftheparadoxesofBildungwenowseeapossiblewaytoeducatestudentsto
becomeindependentlythinkingbeings,tobeself-assured,andatthesametimeto
haveeyeforthecommonandothers,asrealotherness.Throughtheintroductionof
analogueelectronicmedia,especiallytelevision,wesawtheintroductionofamore
dialogicallyandequallyrelationshipbetweenteachersandstudentsandthe
beginningofgroupandprojectwork.Inthisperiodwealsosawexamplesof
20
differentkindofvisitorsinclassesasexponentsofothernessandclassestakingon
tripsoutinthesurroundingsocietytomeetotherness.Butfirstnowinasituation
withdigitalmediathemeetingwiththirdpersonscanbealogicalpartofeveryday
education.Thisislogicalbecauseinthenewmediaenvironmenteverybody(atleast
inthefirstworld)hasaccesstodigitalmediaandresourcepersonsandnetworks
thereforonlyisaclickaway.Bothteachersandstudentsarebecomingfamiliarwith
thismodusofthecontemporarycommunicationenvironmentfromtheirprivatelife
andalsofromtheirinteractionswiththeofficiallycommunity,themunicipalities,
theirshoppingandfromwhattheyseeintelevisionandinmoviesetc.Likepeoplein
yesterday’ssocietywouldhavewrittenalettertoaskapersonforsomething,or
boardabooktolearnaboutsomething,itnowbecomeslogicaltowriteane-mailor
atweettoaskforsomethingandtosearchthewebforknowledge.Timeandspace
havealteredwhentalkingcommunication,wenowexpectcommunicationwith
peoplelivingonadistancenowandhere,andthislogicmeansbothpossibilitiesand
risks.Inthepaperwehavewrittenalittleabouttherisksofdistraction,butwecan
alsomentionrisksoffindingbadresourcesordangerouspersons.Obviouslyitis
necessarytoprovidestudentswithaBildungthatcanmatchboththerisksand
possibilitiesofdigitalmedia.WesuggestadigitalBildungwherethestudentsare
formedtoreflectontheirattention,choosingtherightmediumtotheirtasks,etc.in
teacherguidedsessionswithrealpeoplerepresentingrealothernessinallrelevant
areas,likewehavegivenexamplesonanddiscussedinthispaper.
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