Abstract
Digital Bildung [digital dannelse] has received increased attention ever since the Danish Ministry of Education enrolled the concept in the common public strategy for digitalization [den fællesoffentlige digitaliseringsstrategi] in 2016. The focus was further cemented when in 2021 a political decision was made to allocate more than 52 mio. DKK to digital Bildung of children and young people in the danish primary school system.
However, the development of overall and national tangible instructions on how to implement digital Bildung in the Danish primary school is still lacking, and each educator is therefore compelled to research and decide a way forward for themself. A reasonable way forward would be for them to reach for current academic literature on digital Bildung and this thesis therefore entails a critical reading of three selected works concerning digital Bildung.

The present thesis is comprised of two parts. The first part consists of an account of the origin and development of the concept of Bildung from an intellectual history perspective. Firstly, the neo-humanistic philosophy is explained including the concept of Bildung, which originated from this tradition. Then the theory of Wolfgang Klafki’s categorial Bildung is laid out with supplemental objections by Finn Thorbjørn Hansen and others.
Secondly, the evolution in recent times of the concept of Bildung is explored. Amongst these Lars Løvlie’s idea of techno-cultural Bildung [Teknokulturell danning] is presented as one of various alternative to the prevailing interpretation of the concept of Bildung.

The second part of the thesis is initiated by an account of Kirsten Drotner’s original thoughts on digital Bildung, which is followed by an exploration and discussion of three contemporaryacademic works on digital Bildung.
The conceptual common characteristics that present themselves across the three pieces are studied, and theoretical similarities discussed. These similarities include the predominant focus in the literature on certain skills and competences, which according to the authors must be acquired in order to gain digital Bildung.
This leads to a discussion on how education and pedagogy may suffer negative consequences from a competence-based approach to digital Bildung.​​​​

 

 

 

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