@article{Willbergh_2016, title={Bringing teaching back in: The Norwegian NOU The school of the future in light of the Allgemeine Didaktik theory of Wolfgang Klafki}, volume={2}, url={https://pedagogikkogkritikk.no/index.php/ntpk/article/view/268}, DOI={10.17585/ntpk.v2.268}, abstractNote={<p>This paper discusses possible knowledge-related challenges in the Norwegian NOU report, entitled <em>The school of the future</em> (2015), in light of the Allgemeine Didaktik theory of Wolfgang Klafki. Why German Didaktik is relevant to the development of future-oriented curriculum theory is firstly explained in relation to the future prospects and concepts of knowledge recently theorised by Michael Young and colleagues. Klafki’s concepts of material-, formal- and categorical Bildung are used to analyse the epistemology inherent in the NOU report’s vision of the curriculum. The paper finds that the main knowledge-related challenge in the report is the subordination of content knowledge to competences, creating a risk of the dominance of formal aspects of Bildung, which can devalue knowledge, and lead to elitism and deprofessionalisation.</p>}, number={3}, journal={Nordisk tidsskrift for pedagogikk og kritikk}, author={Willbergh, Ilmi}, year={2016}, month={des.} }