Allgemeinbildung
Readiness for Living in Risk Society
Bibliographic Data
| ID | 8077609 |
|---|---|
| Authors | Steffen Elmose (0000-0001-6494-7242), Wolff-Michael Roth (0000-0001-9344-496X), Wolff‐michael Roth |
| Year | 2004 |
| Volume | 37 |
| Issue | 1 |
| Pages | 11-34 |
| Publication date | 2004-11-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0022027041000229413 |
| OpenAlex | W1985086712 |
| Language | EN |
| Citations received | 11 |
| References cited | 29 |
Sociologists increasingly note that one lives in a risk society, characterized by the unpredictable consequences of techno‐scientific innovation and production and by increasing complexity. Life in risk society, particularly in truly democratic societies, increasingly requires competencies not only to understand and change one's own circumstances but also to participate in collective decision‐making and to care for others who, for various reasons, have less control over their circumstances. It is argued that Allgemeinbildung encompasses exactly the kind of competencies that are required by risk society. Concrete case materials are presented to illustrate participation in risk society by adults and educational contexts that allow children to develop Allgemeinbildung
Control (management · Democracy · Economics · Engineering ethics · Industrial society · Management · Political science · Risk society · Social science · Sociology · Engineering · Innovation, Technology, and Society · Law · Psychology · Sociology and Education Studies · Youth Education and Societal Dynamics
Meeting institutional criteria for social resilience
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung
The meaning of ‘relevance’ in science education and its implications for the science curriculum
Navigating Post-truth
Exploratory Considerations in Chemistry Education—Didactic Modelling for Complexity in Students’ Discussions
Uncertainty, Risk, and Decision-Making
Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning
Toward the NGO-involved schooling
Environmental education for social–ecological system resilience
Education for Problems of Sustainable Development
Desastres no Brasil? Práticas e abordagens em educação em redução de riscos e desastres
Science education as/for participation in the community
Standardized testing and the construction of governable persons
Scientific literacy as collective praxis
The reinvention of politics
Risk and Culture
Individualization
The educo‐politics of curriculum development
Time to change drivers for scientific literacy
Educating for citizenship
Taking science education beyond schooling
Reflexivity, community and education for the learning society
Global Risk Politics
Public Participation Methods
Those Who Get Hurt Aren't Always Being Heard
The Construction of Lay Expertise
Situated Learning
Modernity and Ambivalence
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,69 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |