Year: 2025
Type: article
Abstract: In this article Antti Moilanen assesses criticisms of Wolfgang Klafki's model of exemplary teaching made by Meinert Meyer and Hilbert Meyer and by Chi‐Hua Chu. “Exemplary teaching” is a style of discovery‐based teaching in which students study concrete examples of general principles in such a way that they acquire transferable knowledge and skills. Put differently, the aim of exemplary teaching is to foster categorical Bildung. Klafki's model of exemplary teaching is based on Martin Wagenschein's didactics and his own theory of the categorical Bildung. Here, Moilanen explicates and analyzes Klafki's theory of categorical Bildung, Wagenschein's concepts related to exemplary teaching, Klafki's conception of the conditions and principles of exemplary teaching, and criticisms of Klafki's didactics set out by Meyer and Meyer and by Chu. He then examines whether Meyer and Meyer as well as Chu have adequately understood Klafki's model of exemplary teaching and whether their criticisms are justified, concluding that their criticisms do not credibly question the validity of exemplary teaching.
Source: Educational Theory
DOI: 10.1111/edth.12680
Author: Antti Moilanen
Institution: University of Kassel
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,760
OpenAlex ID: W4407587453