Reflections on reforming biology education at post-secondary level in Malta : a Bildung perspective

Abstract

While local policy documents have high aspirations for further education, this is in reality often embedded in a utilitarian culture of standardization, instruction and coaching for high stake examinations. This is also the case for the teaching and learning of biology at post-secondary level, where the successful student needs to absorb and memorise information at the same pace that it is being dished out. This utilitarian notion of education makes it difficult for many to succeed. This paper seeks to explore a German inspired notion of education, which though alien to many in the Anglo-Saxon world, has a long and influential tradition. Bildung, an educational concept embedded in German philosophical history and culture. This concept is especially relevant for further education, and its intended outcomes are personal and societal transformation rather than simply memorising facts and training for a career. In the current scenario, where the race for grades dominates, the skills for continuous self- formation and growth, both as an individual and as a member of society, are rarely acquired. Discourses surrounding improvement of local further education systems thus need to take into consideration a diversity of ideas, especially ones that have been largely ignored. Notions of Bildung can be used to envisage an alternative perspective for the teaching and learning of biology at post-secondary level.