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Wil jij in jouw hogeschool meer aandacht besteden aan Bildung, maar weet je nog niet hoe? Binnen Fontys hebben zo'n 10 hogeschooldocenten geeexperimenteerd met manieren om hun lessen bildender te maken voor hun studenten. Wat zijn bijvoorbeeld persoonsvormende vaardigheden van docenten? Leent het vak Personal Branding zich voor Bildung van marketingstudenten? Wat vinden studenten vormende ervaringen tijdens het eerste jaar van hun studie?

Ben je op zoek naar inhoud en materialen om inspiratievolle lessen over Bildung te kunnen maken? Hier vind je een variatie aan werkvormen, die andere hogescholen ontwikkeld hebben en die je direct kunt toepassen. Binnenkort vind je hier ook materialen van de kenniskring van het lectoraat. Naast lesmaterialen vind je ook notities en visiedocumenten. Maak kennis met de verschillende materialen en laat je inspireren!

Esther Somers (e.somers@fontys.nl), Fontys School for Child Studies and Education
Identifying the skills teachers can use to stimulate Bildung by students.
My research, directed toward identifying the skills teachers use to stimulate Bildung by students, began by making a video recording of the lessons of six colleagues. Students and lecturers then watched clips of the recorded material. The viewing was followed by a conversation directed towards identifying which skills the lecturers had intentionally used in the lecture in order to stimulate students’ Bildung and see whether the students recognized these skills as such. There was significant agreement between the intentional use of skills by the lecturer and the students’ perception/recognition of these skills. This research has resulted in identifying and sharing a number of skills that lecturers can use to stimulate Bildung and the way in which these can be made visible in their teaching.

Mark van den Heuvel & Sylvie Broos (s.broos@fontys.nl), Fontys School of Economics Tilburg
How can the trajectory Personal Branding focus more on Bildung?
Fontys School of Economics Tilburg, bachelor track SPECO Sports Marketing, offers her students a learning-teaching trajectory called Personal Branding. The content of this learning-teaching trajectory will be revised in the near future, in the sense that the learning goals geared toward the personal development of students will be given more emphasis. This new plan for Personal Branding and Bildung / personal development has been discussed with several groups of SPECO Sports Marketing students. The importance of Personal Branding as a learning-teaching trajectory and attention for personal development as a whole has been endorsed by the student groups. A few students think that Personal Branding even might be the most important part of the entire SPECO Sports Marketing curriculum. The research resulted in several recommendations for the further development and improvement of the Personal Branding learning-teaching trajectory.

Marinke Marcelis (m.marcelis@fontys.nl), Fontys School of Fine and Performing Arts
When do highly personal decisions become a common matter?
Contemporary art has no defined purpose, therefore on what grounds (aesthetic, art historical,(imaginary) others, social, convictional, etc.) do artists make choices during their creative process? And in the context of co-creation, do artists acknowledge the choices of their colleagues? My research is directed toward developing a critical reflection tool that will address these and other questions in order to reveal what the decisive frameworks/influences are that we (un)consciously impose on ourselves. What can be learned from the intuitive but critical selection typical of the artistic process, in reflecting on the choices we make in our personal and professional lives?

Monique Hamers-Regimbal & Jos Straathof (ma.hamers@fontys.nl ; j.straathof@fontys.nl), Fontys School of Journalism
Which competencies are required for a Nimbin teacher/facilitator?
Journalism education is often dominated by the teaching of skills. A journalist however must also gain knowledge and insight into the social context in which he/she operates as a citizen and as a professional. With this goal in mind, we introduced an alternative programme called Nimbin in 2015. In this programme, based on experiential/active learning, a group of first, second and third year students embarks on a journey of discovery. An interdisciplinary semester in which they learn about themselves as individuals, citizens and future professionals. Nimbin is an experience in Bildung. Our research was directed toward identifying the competencies (knowledge, skills and attitude/behaviour) that a teacher must acquire in order to inspire and guide the students on their Nimbin journey.

Bram Gootjes (b.gootjes@fontys.nl), Fontys School of Social Work
When is an experience formative for first year students?
According to students, formative experiences mostly take place outside the classroom. It is the up to the teacher to create formative experiences inside the classroom. Teachers play a ‘formative’ role for students when they have worked as a social worker, when they can relate to the student’s experiential world, when they successfully enter into a dialogue with the students and when they provide a safe environment in the classroom. A new experience provided from an unusual perspective such as a game or a personal story from a student or an alumnus can also be formative according to the students. Important for a formative experience is that students have the freedom to choose.

Elles Velter (e.velter@fontys.nl)
Fontys School of Human Resource Management
How can coaches and students stimulate Bildung in college activities?
In order to activate “Bildung” more explicitly within Fontys Bachelor Human Resource Management, I organized a series of meetings with students who were almost graduated as well as a number of meetings with their coaches. The purpose of the conversation was to reflect on how socialization has influenced their moral education and personal development.
Both students and coaches agreed that students should be stimulated to adopt a more proactive attitude in making a meaningful contribution to their educational activities and enable them to experience more joy/happiness during their courses. In order to realize this, students and coaches must be aware of who they are, how they have been socialized, and who they want to be. This awareness should benefit not only their own well-being but also the well-being of other people. To achieve this goal, students need to find their own role models and learn to recognize relevant sources and values. Competent coaches should encourage and support this process. In the coming months, a number of colleagues will work as a team to design ways to translate this vision into college activities.

Monique Schouten (m.schoutenwijdemans@fontys.nl), Fontys Paramedical School
How does a personal leadership coach contribute to students’ personal/professional formation?
In the academic year 2017-18, the Fontys Paramedical School introduced a personal leadership coach (PL-coach) for all students. In order to gain information and insight concerning how teachers and students experience PL-coaching in general and in particular, how the PL-coach contributed or can contribute to the student’s personal and professional formation (Bildung), a series of discussions were held with the coaches and students. The results of these discussions were translated into a number of recommendations for the Paramedical School.

Werkboek Hanze Hogeschool De Hanze Hogeschool creëerde al een boekje voor hun studenten. Het Kleurenpalet biedt handvatten voor persoonlijke en maatschappelijke ontwikkeling. Aan de hand van de onderwerpen zelfbesturing, kritisch denken, de kracht van de verbeelding, moreel kompas, gemeenschapszin, maatschappelijke verantwoordelijkheid, en erfschat, krijgen de docenten enkele voorbeelden, leidende vragen en aanbevolen literatuur.

Aeres Hogeschool Dronten In de periode 2016-2018 heeft Rinie Altena zijn persoonlijke wens uitgevoerd om de vormingstraditie in te bedden in het curriculum van de Aeres Hogeschool Dronten. Zijn onderzoek heeft geresulteerd in een omvangrijk document. Lees zijn bevindingen en gebruik het als aanknopingspunt voor het stellen van je eigen vragen.

Stichting NIVOZ Het jaar 2017-2018 draaide voor het NIVOZ om volwassenheid. Joep Dohmen verzorgde in 2016 een Socrates lezing over Bildung en volwassenheid

Landelijke Regiegroep Bildung Op zoek naar meer input voor het wereldburgerschapsonderwijs? Lees deze notitie en ontdek hoe een bildungsperspectief het wereldburgerschapsonderwijs kan verrijken.

Kunstgebouw Kunstgebouw wil met kunstonderwijs bijdragen aan goed onderwijs. Zij schrijven over hoe kunstonderwijs bijdraagt aan persoonsvorming.

Landelijk Manifest Bildung Verschillende studenten- en jongerenorganisaties (NJR, JOB, LSVb, De Bildung Academie, ISO, LKv, CNV Jongeren) overhandigen in 2016 een manifest over bildung aan de Tweede Kamer. Studenten willen betrokken en bewuste burgers worden én daar is een taak voor het onderwijs weggelegd!

Jubilee Teacher Resources Het Jubilee Center van de Universiteit van Birmingham ontwikkelde enkele lesprogramma’s voor alle lagen in het onderwijs. Hun invalshoek betreft de deugdethiek en sijpelt door in het materiaal dat ze aanbieden. Wil je met je studenten aan de slag omtrent morele persoonsvorming? Neem dan eens een kijkje in de verrijkende lesplannen. Ook leuk: ook voor studenten van de lerarenopleidingen is er voldoende te vinden om met hun leerlingen mee aan de slag te gaan!