Fostering ‘Bildung’ and Critical Thinking in English Education: Teachers’ Perspectives and Practices

Abstract

Implementing the new curriculum, “Kunnskapsløftet 2020” (LK20), has brought heightened attention to Critical Thinking in Norwegian education. However, despite its familiarity, Critical Thinking remains under-communicated and challenging to define, hindering its translation from theory to practice. Additionally, the concept of 'Bildung', integral to the overarching goals of education and closely intertwined with Critical Thinking, poses additional challenges due to its abstract nature.

Drawing on the insights of scholars like Wolfgang Klafki, who underscore the close relationship between 'Bildung' and Critical Thinking, this study aims to delve into these concepts’ interplay within the context of English education in Norwegian schools. Specifically, through interviews with four English teachers spanning grades eight to ten, we explore their perceptions and practices concerning 'Bildung' and Critical Thinking.

Our findings highlight the complexity of these concepts and the diverse interpretations among educators. While implementing the LK20 curriculum emphasizes Critical Thinking, our study reveals a need for more practical guidance. Teachers play a pivotal role in defining, implementing, and measuring Critical Thinking, hence also 'Bildung'. Yet they face challenges in navigating its complexities without adequate support. Furthermore, our study underscores the intrinsic connection between 'Bildung' and Critical Thinking, emphasizing the need for a unified educational framework to integrate these concepts effectively. We advocate for greater support and awareness among educators to bridge the gap between theory and practice, thereby fostering holistic education within the English curriculum.