Fra kompetencer til Bildung

Omsorg og normativitet i AI-medieret professionsuddannelse

Abstract

This article develops a practice-ontological and care-oriented reconstruction of Bildung in professional education in an AI-mediated contemporary context. Building on a critique of the dominant competence-based approach, the article argues that a one-sided focus on measurable skills and adaptation to technological change risks reducing education to functional optimisation. Drawing inspiration from John Dewey's pragmatism and recent practice theory, normativity is understood as immanent in social and socio-technical practices. AI is analysed not merely as a tool for professionals, but as a co-constitutive participant in the normative organisation of practices. Against this backdrop, 'care' is introduced as a normative infrastructure that binds professional competences together and transforms the concept of competence into an understanding of personal development. The article argues that professional education must cultivate professionals as stewards of collective exploration and accountability within socio-technical practices. This shifts the focus from individual performance to a shared normative orientation, and from technological adaptation to democratically committed participation in shaping desirable socio-technical futures.