9 research outputs found
Wolfgang Klafkiâs concept of âDidaktikâ and its reception in Russia
We take the reception of Wolfgang Klafkiâs didactics in Russia as our example for the difficult relations between knowledge transfer and knowledge transformation. We start with a description, analysis and evaluation of Klafkiâs two didactical models, categorical didactics and critical-constructive didactics, and then describe and evaluate their reception in Russia. The paper demonstrates that while in Germany the concept of Bildung as transformation has pushed back interest in categorical and critical-constructive Bildung, interest in Klafkiâs work is increasing in the Russian Federation and in other countries. Therefore we see an urgent need for didactical theory construction from an international and intercultural perspective