ABSTRACT This article addresses the concepts of competence and Bildung in contemporary education and how critical realism may contribute to reconciling these positions in a more sustainable theory of learning for the twenty-first century. Using the recent curriculum reform in Norway as a backdrop, the article discusses how unresolved disputes between competence and Bildung can provide fertile grounds for dichotomous theoretical positioning in research, short-sighted cherry-picking in policy and instrumental practice in schools. The author argues that it is possible, building on a critical realist ontology and learning environment, to resolve such disputes. Efforts to do so are needed to develop a better explanatory theory of learning and to mobilize research efforts to revision education as a protective force against unsustainable development.

中文翻译：

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修订第五要素。批判现实主义可以调和能力和Bildung促进二十世纪可持续发展的教育吗？

摘要本文讨论了当代教育中的能力和Bildung的概念，以及批判现实主义如何有助于在二十一世纪更为可持续的学习理论中调和这些立场。本文以挪威最近的课程改革为背景，讨论了能力与Bildung之间未解决的争议如何为研究中的两分理论定位，政策中的近视樱桃选拔和学校的工具实践提供沃土。作者认为，有可能在批判的现实主义本体论和学习环境的基础上解决此类纠纷。为此，需要做出努力，以发展更好的学习解释理论，并动员研究工作来修订教育，以防止不可持续的发展。