Abstract
ABSTRACTThis article investigates digital Bildung from the teachers’ perspectives by analysing how the teachers reflect on the phenomenon. To understand the teachers’ perspectives on digital Bildung, this article introduces a theoretical framework constructed from three analytic perspectives: inner process, Self-Bildung and democracy. These perspectives represent allsides of Bildung by Wilhelm von Humboldt with a democratic understanding from Dewey. Based on this framework, the article outlines a paradox in education between the increasing focus on the use of digital tools and the blurry, unclearcommunication regarding schools’ ‘digital mandate’.
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