Teaching Beyond the Curriculum

Abstract

In a society increasingly shaped by global crises, disinformation, wicked problems and thus great challenges, old educational concepts do not seem to provide sufficient solutions. Mere knowledge transfer, strong exercise of practical authority by educators and social systems reproduce existing knowledge rather than finding innovative, democratic-oriented answers. The paper outlines an educational approach where doubt is the starting point. Through questioning and criticising existing structures, it can contribute to a productive, creative educational process. Doubt can also spark wonder. Wondering raises bigger questions and the initial point of doubt moves further, often leading to more substantial reconsideration.
Wondering can on the one hand be more contemplative and thus contribute to a humble and appreciative state of mind. But it can also evelop more active, curiosity-oriented and thus lead towards action. Both are important for generating the ability to cope with new situations in a complex society and not to approach deeply rooted problems superficially, but to design and implement new solution strategies. We therefore claim that wonder is the necessary stimulus for deeply grasping knowledge. Doubting the current, however, is the necessary starting point for this operationalisation. A truly participatory education and world-oriented education for democratic engagement is thereby outlined.