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BildungintheDigitalMediumEnvironmentPapertoTheThirdISAForum“TheFuturesWeWant:GlobalSociologyandtheStrugglesforaBetterWorld.”RC51,Sociocybernetics.Vienna,Austria,10-14July

2016.

JesperTækkeAssociateProfessor,PhD

CentreforInternetResearch,AarhusUniversity,Denmark:www.jespertaekke.dk

imvjet@dac.au.dkTwitter:@taekke

MichaelPaulsenAssociateProfessor,PhD

DepartmentforthestudyofcultureTheUniversityofSouthernDenmarkwww.michaelpaulsen.dk

mpaulsen@sdu.dkTwitter:@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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