L’article propose d’éclairer le différend philosophique entre Schiller et Fichte, en mettant en évidence leurs conceptions respectives de la Bildung et le lien qui s’y noue entre esthétique et politique. L’objectif est de confronter la philosophie schillérienne de la Bildung développée dans ses Lettres sur l’éducation esthétique de l’homme à la reprise à la fois positive et restrictive que fait Fichte, principalement dans ses écrits de la période d’Iéna, de certaines thématiques de cet ouvrage et de la stratégie (...) de résistance culturelle qui s’y déploie, pour mettre en lumière le rapport inverse qui opère, chez l’un et l’autre, entre esthétisation de la politique et politisation de l’esthétique. (shrink)

Les Cahiers philosophiques de Strasbourg 52 contains an Introduction and 9 new research articles in French & English on Friedrich Schiller's philosophy in relation to German Idealism. All fully available online on Open-Edition and as free e-book. -/- Edited and introduced by Henny Blomme, Laure Cahen-Maurel, & David W. Wood. With contributions by Frederick C. Beiser, María del Rosario Acosta López, Cody Staton, Jeremy D. Hovda, Laure Cahen-Maurel, Quentin Landenne, Katia Hay, Louis Carré, and Charlotte Morel. -/- SOMMAIRE / CONTENTS (...) -/- Introduction: Friedrich Schiller, a German Idealist? (Henny Blomme, Laure Cahen-Maurel & David W. Wood) -/- 1. Frederick C. Beiser. Schiller’s Humanism -/- 2. María del Rosario Acosta López. Une dimension esthétique de la critique : la temporalité du beau dans les lettres de Schiller Sur l’éducation esthétique -/- 3. Cody Staton. In Search of Play: Schiller’s Drive Theory as a Turn Away from Kant -/- 4. Jeremy D. Hovda. Bildung between Kant and Schiller -/- 5. Laure Cahen-Maurel. Fichte avec Schiller : La querelle des Heures à la lumière de Grâce et Dignité -/- 6. Quentin Landenne. La Bildung chez Schiller et Fichte, entre esthétique et politique -/- 7. Katia Hay. On the Tragic-Sublime and Tragic Freedom: Thinking with Schiller and Schelling -/- 8. Louis Carré. Vicissitudes de l’État organique : Kant, Hegel, Schiller -/- 9. Charlotte Morel. Conjoindre idéalisme et réalisme après Hegel : Les lectures de Schiller par Lotze et Lange -/- Résumés / Abstracts. (shrink)

Cet article examine les enjeux des théories de la Bildung chez Kant et Schiller, et leur confrontation mutuelle avec la philosophie de l’autre. On propose une voie interprétative médiane qui ne part pas de l’opposition trop réductrice entre la morale et l’esthétique, ni ne lit Schiller comme étant foncièrement opposé à Kant pour des raisons soit morales, soit éducatives, mais situe plutôt la principale contribution de Schiller dans la sphère de la moralisation. Cette approche éclaire plus adéquatement la manière (...) dont la théorie schillérienne de la Bildung répond aux questions fondamentales laissées ouvertes par les conceptions de Kant. (shrink)

Moral Philosophy and Moral Education considers the interconnections of ethics, education, and the philosophy of culture as related to the human concern with self-knowledge. The individual self finds its inner life writ large in the forms of culture such as religion, art, and history. Such forms of cultural life represent and embody normative ideals that can provide the necessary content to shape the character and the conduct of civic life. Thora Ilin Bayer draws upon the ancient Greek view of education (...) as paideia and the conception of Bildung of the German idealist philosophers. These two ideas of education aim at the development of the whole person as distinct from training in a particular skill, subject matter, technique, or occupation. The education of the whole person aims at the production in the individual of a broad mental outlook harmoniously joined with a knowledge of the great perspectives and principles of human culture as it takes its various shapes within the history of humanity. Moral philosophy requires both culture and the individual as its terms of inquiry, and moral education requires a vision of how to have these two terms interact to form a whole. (shrink)

ABSTRACT: This article analyzes the relation between Godwin (1756-1836), Republican and author of Politcal lustice (1793), and French philosophers, particularly Helvetius. Both Godwin and Helvetius were in favour of a political understanding of the theory of knowledge as opposed to an intellectual treatment of policy. They continually questioned the links between policy, history of the human understanding, and moral science from the perspective of the question of education. After the September Massacres (1792), Godwin’s thought changed radically and began to revolve (...) around the notion of perfectibility. The final disagreement marked a distinction between French reformers, who advocated state control, and English writers, influenced by dissent and reformation, who held the idea of perfectibility.RÉSUMÉ: Cet article examine le rapport de Godwin (1756-1836), écrivain anglais «jacobin», auteur de Political Justice (1793), aux philosophes français, Helvétius en particulier. Partisans d’une politisation de la théorie de la connaissance plutôt que d’une intellectualisation de la politique, ils interrogent sans cesse, via la question de l’education, les liens du pouvoir politique, de l’histoire de l’entendement humain etde la science morale. Après les massacres de septembre (1792), la position de Godwin évolue considérablement et met en scène la perfectibilité. Le différend final marque la distinction entre un courant des Lumières françaises, réformatrices et étatistes, et un courant des Lumières anglaises, aux sources religieuses dissidentes ou réformées, porteuses, elles, de l’idée de perfectibilité. (shrink)

Para além de O mestre ignorante - O encontro entre filosofia e educação como questão filósofico-política a partir da obra de Jacques Rancière Resumo: Este artigo busca situar, a partir da filosofia de Jacques Rancière, em que medida a educação se constitui um verdadeiro problema à filosofia política. A partir da análise que o filósofo francês faz do encontro polêmico entre filosofia e democracia na filosofia platônica, buscamos traçar alguns paralelismos com relação ao encontro, também polêmico, entre filosofia e educação. (...) Pretende-se, assim, lançar novas luzes sobre o que poderíamos chamar de uma filosofia política da educação. Para isso sustentamos duas hipóteses de trabalho: a primeira, de que o lugar da educação no pensamento de Rancière precisa ser compreendido para além de Le maître ignorant (1987); a segunda, de que a filosofia política de Rancière busca uma superação dos impasses gerados pela lógica da emancipação intelectual de Jacotot. Assim, pensar com Rancière o uso pedagógico em política e em estética pode nos auxiliar a situar a relação entre educação e democracia em outras bases. Palavras-chave: Filosofia política da educação; Jacques Rancière; Filosofia política; Emancipação intelectual; Democracia. Beyond The Ignorant Schoolmaster – The encounter of Philosophy and Education as a philosophical-political question from Jacques Rancière's work Abstract: Based on Jacques Rancière's philosophy, this article seeks to determine the extent to which education constitutes a real problem for political philosophy. From the French philosopher's analysis of the controversial encounter between philosophy and democracy in Platonic philosophy, we seek to draw some parallels with regard to the also controversial encounter between philosophy and education. This is intended to shed new light on what we might call a political philosophy of education. For this we support two working hypotheses: first, that the place of education in Rancière's thought must be understood beyond Le maître ignorant (1987); second, that Rancière's political philosophy seeks to overcome the impasses generated by Jacotot's logic of intellectual emancipation. Thus, thinking with Rancière about pedagogical use in politics and aesthetics can help us situate the relationship between education and democracy on other grounds.Keywords: Political philosophy of education; Jacques Rancière; Political philosophy, Intellectual emancipation; Democracy. Au-delà de Le maître ignorant – La reencontre de la philosophie et de l'éducation en tant que question politico-philosophique de l'œvre de Jacques Rancière Résumé: Basé sur la philosophie de Jacques Rancière, cet article cherche à déterminer dans quelle mesure l'éducation constitue un problème réel pour la philosophie politique. À partir de l'analyse du philosophe français entre philosophie et démocratie dans la philosophie platonicienne, nous cherchons à établir des parallèles avec la rencontre également controversée entre philosophie et education. Cela vise à jeter un nouvel éclairage sur ce que nous pourrions appeler une philosophie politique de l'éducation. Pour cela, nous soutenons deux hypotheses de travail: premièrement, la place de l'éducation dans la pensée de Rancière doit être comprise au-delà de Le maître ignorant (1987); deuxièmement, que la philosophie politique de Rancière cherche à surmonter les impasses générées par la logique d'émancipation intellectuelle de Jacotot. Ainsi, réfléchir avec Rancière à une utilisation pédagogique en politique et en esthétique peut nous aider à situer la relation entre éducation et démocatie sur d'autres bases.Mot-clé: Philosophie politique de l'éducation; Jacques Rancière; Philosophie politique; Emancipation intellectuelle; Démocratie. Data de registro: 10/02/2020 Data de aceite: 29/09/2021. (shrink)

Ce texte de Normand Baillargeon part de son expérience de philosophe ayant œuvré dans un département universitaire de sciences de l’éducation au Québec durant plus de 25 ans. Cette expérience parait étayer deux idées que qui méritent d’être portées à l’attention de quiconque se préoccupe de l’état de notre système d’éducation et des débats qu’il suscite. La première de ces idées est que la philosophie de l’éducation est une discipline trop profondément négligée, tant par les philosophes (...) que par les gens œuvrant en sciences de l’éducation et par les décideurs des politiques publiques. La deuxième est que cette négligence peut avoir, et a bien souvent, des conséquences déplorables, voire dramatiques. En espérant avoir à tout le moins convaincu les lecteurs de la plausibilité de ces deux idées, ce texte se termine par la suggestion de quelques pistes d’action susceptibles de corriger cet état de fait. (shrink)

The paper examines the “prehistory” in the 18th century of the theory of Bildung. Pedagogical historiography commonly traces the theory back to the influence of Anthony Ashley Cooper, third Earl of Shaftesbury, who is held to be the founder of the concept of “innere Bildung; on the grounds that Shaftesbury’s concept of “inward form” was translated into German as Bildung. The study focuses on the reception of Shaftesbury’s writings in the German-speaking realm in the 17th century in order to discover (...) the contexts of discourse in which this reception took place and to find out what significance the various discourses had for the formulation of a German “theory of Bildung.” What is revealed are varied influences of a religious, literary theory, and aesthetics nature that give indications as to why the construct of Bildung has remained diffuse and excessive in the German tradition up to the very present. It is also shown that the concept, in comparison to other discourses, found its way into the pedagogical discourse relatively late, which may be another reason for the difficulties that the German theory of Bildung continues to present to the science of pedagogy. (shrink)

Selon le romantisme allemand, l'être humain entre de plein droit parmi les processus naturels, mais en même temps, les particularités de l'humain demeurent. Le romantisme allemand offre une alternative à l'opposition homme / nature, de même qu'il prend ses distances à l'égard de l'idée selon laquelle les sciences humaines pourraient reléguer l'homme au rang de simple phénomène naturel. Mais comment se décline concrètement une telle position dans les différents domaines du savoir ? Telle est la question à laquelle cet ouvrage (...) cherche à répondre. -/- Der deutschen Romantik zufolge ist der Mensch ein Teil der Natur, zugleich aber bleiben die Besonderheiten des Menschen bestehen. Die deutsche Romantik bietet eine Alternative zum Gegensatz Mensch - Natur, ebenso distanziert sie sich von der Vorstellung, die Geisteswissenschaften könnten den Menschen als bloßes Naturphänomen behandeln. Wie aber konkretisiert sich eine solche Position in den verschiedenen Wissensbereichen? Dies ist die Frage, die das vorliegende Buch zu beantworten versucht. (shrink)

In this book, John H. Smith investigates the influences of classical and humanistic rhetoric on Hegel's theory and practice of philosophical representation. Smith focuses on Hegel's concept of Bildung (roughly, education, development, or formation) which occupies a central position in his philosophy.

Education, Self-consciousness and Social Action reconstructs the Hegelian concept of education, Bildung, and shows that this concept could serve as a powerful alternative to current psychologist notions of learning. Taking a Hegelian perspective, Stojanov claims that Bildung should be interpreted as growth of mindedness and that such a growth has two central and interrelated components, including the development of self-consciousness toward conceptual self-articulation and the formation of one's capacity for intelligent social action. The interrelation between the two central components of (...) education implies that learning is transformed into education only when it involves the self-consciousness and the identity of the learner. Since both are grounded in the ethical beliefs and values of the individual, transforming learning into education therefore requires that education also address students' everyday ethical assumptions, as well as their articulation and conceptualization. This claim has a number of implications for educational policy and pedagogy; one being that learning and teaching in schools are educative only if they have ethical significance for both students and teachers. Another implication is that the point of departure for educative teaching becomes the actual, everyday ethical beliefs and experiences of the students, rather than fixed curricular contents. Students' encountering with sciences and arts should aim at the conceptual articulation of those beliefs and experiences - an articulation which makes individual's rational autonomy and self-determination possible. Education, Self-consciousness and Social Action will be of great interest to academics, researchers and postgraduate students interested in the philosophy of education. It should also be essential reading for anyone engaged in the study of Hegel's work. (shrink)

Ilan Gur–ze’ev; Bildung and Critical Theory in the Face of Postmodern Education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages.

The article contains an explanation of the topic to be dealt with by the author within the work on the project "Regional and European Aspects of Integration Processes in Serbia: Civilization Preconditions, Reality and Prospects for the Future" of the Institute for Philosophy and Social Theory. A concern for the problem of Bildung reoccurs in social sciences. The author claims that we should elicit a dominated normative meaning from many senses of the concept of Bildung, in order to explain his (...) vitality and the possibility of his interdisciplinary application in more appropriate way. Clanak sadrzi obrazlozenje teme kojom ce se autor baviti u okviru rada na projektu "Regionalni i evropski aspekti integrativnih procesa u Srbiji civilizacijske pretpostavke, stvarnost i izgledi za buducnost" Instituta za filozofiju i drustvenu teoriju. U drustvenim naukama reaktualizovano je interesovanje za problem Bildunga. Autor tvrdi da bi iz viseznacnosti tog pojma trebalo izvuci njegovo dominantno normativno znacenje, kako bi se na adekvatniji nacin objasnila njegova vitalnost i mogucnost njegove interdisciplinarne primene. (shrink)

Le Burkina Faso a mal à sa gouvernance, à son éducation et à sa citoyenneté. En effet, la réflexion, à travers ces textes rédigés entre 2013 et 2016, montre que le citoyen a droit à l'éducation de qualité afin de pouvoir mieux participer à la reproduction et à la perpétuation de la société, surtout dans un contexte politique africain en reconstruction-recomposition. Il devient alors important de repenser la contribution de la famille, de l'école et de l'université au développement (...) sociopolitique, en leur qualité respective de lieux d'expression de l'affection, la sensibilisation, la formation et de l'instruction de l'individu à la vie politique de l'Etat. D'où, la connaissance et le respect de normes, de règles de vie commune censées affiner la liberté et l'égalité, préserver la dignité et donner sens à l'agir éthique et moral de l'humain. Telle est esquissée l'idée d'une philosophie politique de l'éducation du citoyen de la République. (shrink)

Journal of Philosophy of Education, EarlyView.

Lars Løvlie, Paul Standish; Introduction: Bildung and the idea of a liberal education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002.

This book responds to the need for new ways of defining the aims and forms of education, in an age that has seen the ideals of progress and growth lead the planet and its inhabitants to the brink of extinction. Arguing that contemporary ideas of performance and accountability counter 'the heart' of education, the book calls for a retuning of education that encourages the young generation to study objects and ideas for their own sake, rather than to appease established and (...) conventional notions in society - therefore stepping into a common space of reflection and study. Chapters examine exactly why and how we educate, and offer the alternative of engaging with educational questions, not determined by the logic of progress and growth but with an objective of creating a relation to the world around us. Using the works of Hannah Arendt combined with the tradition of Allgemeine Pädagogik to argue for a new conception of Bildung, the book encourages a method that emphasises outrospection over introspection. Ultimately questioning modern-day education, the book redirects and retunes education away from being wholly concerned with achievement and growth, and will therefore be of interest to students, researchers and academics in the fields of philosophy of education, education and curriculum studies, education policy and politics, and sociology of education. (shrink)

This article argues that curriculum work can benefit from signifiers of Bildung to promote democracy in public education. The argument is built on the premise that cultural and intellectual traditions that value Bildung presume a link between the inner cultivation of the individual and the development of better societies (Horlacher 2017). I start by presenting Mouffe’s (2000) democratic paradox and how pluralism is the defining feature of liberal democracies. Based on how curriculum work is a standard of public education (Hopmann (...) 1999), I state that the curriculum must formalise pluralism in education and convey the democratic paradox in educational terms. With reference to Laclau and Mouffe’s discourse theory, I then argue that such a laborious task can be achieved in the curriculum with the aid of signifiers of Bildung. Signifiers of Bildung are discursively empty and cannot acquire a definite meaning. Because of this, they make it possible to speak of the student and the society of liberal democracies while impeding a too narrow comprehension of what they are and ought to be. Therefore, to implement signifiers of Bildung in the curriculum can help establish both a standard of public education and limits to popular sovereignty. However, their use must undergo careful scrutiny, and teachers must remain free to interpret them. (shrink)

Ilan Gur–ze’ev; Bildung and Critical Theory in the Face of Postmodern Education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages.

The concept of Bildung, as it has been developed within the framework of the German Idealism, does not refer to any particular social sphere like schooling, teaching, training etc. but to the character, the directions and the mechanisms of human development in general. We can find probably the most elaborated version of the concept of Bildung via human development in the work of G. F. Hegel. That is way I focus in this paper exclusively on Hegel’s concept of Bildung. In (...) the first part of my paper I try to show how Hegel spells out this concept in order to describe the very process of development of humanity within the single person. In the second part of the paper I link the Hegelian concept of Bildung to the pedagogical question of what educative teaching consists in and how we can discriminate between educative and non-educative forms of teaching. This is, so to say, a Hegelian move beyond Hegel who himself did not systematically explore any pedagogical topics. Nevertheless, my claim is that his concept of Bildung has very important pedagogical implications. (shrink)

The explosive emergence of net-based learning in higher education brings with it new possibilities and constraints in teaching and learning environments. This edited collection considers how the concept of Academic Bildung - a term suggesting a personal educational process beyond actual educational learning - can be applied to net-based higher education, drawing on Scandinavian research to address the topic from both a theoretical and practical standpoint. Chapters explore the facilitation of online courses and argue how and why universities should involve (...) dimensions of Academic Bildung on both a strategic and technological pedagogical content level.The book is structured in three parts: Part I frames the current state of net-based learning and introduces Bildung as a concept; Part II contains a set of 4 case studies in Norway, Sweden and Denmark, also including a fifth study that looks at Scandinavian approaches to teaching and learning in comparison with data from USA, UK, Australia and Canada; Part III provides a synthesis of theories and cases to examine whether a Scandinavian orientation can be discerned. Contributions suggest that in order to address one of the fundamental functions of higher education, the ability to produce new knowledge, the Academic Bildung of the students has to be in focus. Grounded in theoretical and empirical discussion, this book will appeal to researchers and academics in the field of higher education as well as personnel who work with teaching and learning with technology, and academics interested in the question of Academic Bildung. (shrink)

The paper discusses Ralph Waldo Emerson’s thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served (...) its time and lost its critical potential. When thinking through Emerson’s variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an ‘aversive education’ as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension. (shrink)

The article considers the theme of Bildung and the educational process in the work of Mikhail Bakhtin, with reference to the philosophical tradition in which his ideas stand. This tradition is traced through the work of Hegel, von Humboldt and the Marburg neo-Kantian Paul Natorp. It is shown that Bakhtin’s central essays on the novel are permeated with ideas about education, and that the strengths and weakness of the ideas can be understood only with reference to their philosophical sources. What (...) becomes apparent is the need to root Bakhtin’s illuminating reflections on the relationship between language, world view and the educative role played by the novel in an account of the institutional structure of the society in which they are embedded. (shrink)

. Bildung and the historical and genealogical critique of contemporary culture: Wilhelm von Humboldt’s neo-humanistic theory of Bildung and Nietzsche’s critique of neo-humanistic ideas in classical philology and education. Educational Philosophy and Theory: Vol. 50, Bildung and paideia. Philosophical models of education, pp. 662-671.

The book examines the trajectory of joint philosophical-pedagogical concepts within the framework of the dialogue between Hannah Arendt and Martin Heidegger, put in the context of questions concerning the nature of modernity.

This paper explores the mystical structure of education as Bildung in medieval theologian and Dominican friar Meister Eckhart’s work and the 2010 French film Of Gods and Men (Des Hommes et Des Dieux). I start this paper with a short introductory sketch of the Bildung tradition, in order to situate my discussion of Eckhart within the more well-known humanist tradition. Here, I claim that Bildung (as we understand it today through the classic Bildung philosophers) points back to its theological heritage (...) and horizon of meaning, when it is claimed as the general tekhnê (art, craft) of making oneself at home in the world with and through others. In my first step, I then explore the intellectual heritage of this mystical structure of Bildung. Drawing on a range of Meister Eckhart’s writings (esp. his German sermons), I elaborate three features pivotal to his concept of Bildung (as image-ing) of the imago Dei (image of God) in the human soul/action: (1) divine grace, (2) human cultivation and (3) the harmonisation of both in (what I shall call) ‘careful gestures'. In my concluding second step, I illustrate this mystical structure of Eckhartian Bildung—with a particular focus on the emergence of careful gestures—through the motion picture Des Hommes et Des Dieux. (shrink)

Gert Biesta; How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal, Journal of Philosophy of Education, Volume 36, Issue 3, 16 Dec.

Philosophy since Nietzsche and Heidegger has been averse to essentialism and considered to be old-fashioned and outmoded in the mainstream flow of debates. And it is often understood that essentialism cannot get along well with freedom and creativity insisted in liberal education. In this article, I discuss three types of essentialism in Edith Stein’s essential strands of thought by explicating the universal structure of human person, the individuality of each person with reference to the inner core of each person, and (...) gender essentialism but always in consonant with the interests of liberal education. Though Stein is an essentialist, I argue that it is the spirit dimension of human person, which she delineates, that enables her to underscore freedom and indeterminism. I attempt to put Stein’s philosophical anthropology in the layout of epistemological and ontological settings paving the way for evolving integral education with huge consideration for her tripartite dimension of human beings namely the psychic, the spiritual and the transcendental. (shrink)

The significance of German Romantic and Hegelian philosophy for educational practice is not attended to as much as it deserves to be, both as a matter of historical interest and of current importance. In particular, its role in shaping the thought of John Dewey, whose educational philosophy is of seminal importance for discussions on education for citizenship, is of considerable interest, as recent work by Jim Garrison (2006) and James Good (2006; 2007) has shown. This article focuses on the Hegelian (...) concepts of Bildung and Sittlichkeit in order to consider how they may illuminate the purpose and practice of education for citizenship through a conceptualisation of the relationship of individual to society, and, specifically, through the idea of cultural induction. The discussion takes as its principal reference point the Scottish policy context. (shrink)

The article addresses Bildung from a Finnish perspective and asks: Are there specific meanings of Bildung that are typical of a certain time and place? The author applies a multi-layered theory of critical positivism, adapting its three-level structure to music education and the concept of Bildung. First, she discusses Bildung as a fundamental value in education, especially in the light of ideas presented by J. A. Hollo, a Finnish philosopher in education, who emphasizes a broad education, including the arts. Secondly, (...) she examines Bildung as part of an expert culture of Finnish music teachers, and thirdly, as an educational aim in legislation. Although Bildung is under threat in today’s society, the article stresses that a Finnish view of Bildung emphasizes its social dimensions, according to which everyone has a right to a broad education, including music. (shrink)

Journal of Philosophy of Education, Volume 55, Issue 1, Page 186-203, February 2021.

This paper asks whether there is afuture for the age-old educational ideal ofBildung. It is argued that the modernconception of Bildung in terms of``rational autonomy'' should be understood as theeducational answer that was given to thepolitical question about citizenship in anemerging (modern) civil society. Raising thequestion about the future of Bildungtherefore means to ask what educationalresponse would be appropriate in our time. Itis argued that our time is one in which theidea of a universal or total perspective hasbecome problematic. We (...) now live in a world ofdifference in which the rational autonomouslife is only one of the possible ways to live.Beyond totalisation and isolation, a possiblefuture of Bildung might be found in theexperience that we can only live our life withothers. In a ``world of difference'' Bildung might follow from a questioning of``one's right to exist'' (Levinas). In thisrespect Bildung can happen anywhere andnot necessarily in those parts of the ``Bildungssystem'' that educators are mostfamiliar and comfortable with (i.e., theschool). Bildung becomes a lifelongchallenge and a lifelong opportunity. (shrink)

Hegel's Philosophy of History can be characterized as Eurocentric and one finds in it many problematic passages, and even racist statements, as well as a legitimization of colonialism which is presented as a means of education (Bildung). Nevertheless, this article argues that it is possible to reject such judgements and at the same time hold on to the basic intention of Hegel's theories of freedom and Bildung. While the concept of freedom as self-determination is certainly applied in a Eurocentric manner (...) by Hegel in his Philosophy of History, this concept is not Eurocentric at its core. To understand this ‘core’, one has to go back to Hegel's logic of the concept, which finally leads me to a concept of ‘concrete Bildung’. The struggles for self-determination of the colonized peoples must be understood in terms of a further development of the realization of the concept of freedom. If one wants to think Hegel's Philosophy of History meaningfully beyond Hegel's own time, one is inevitably led to the necessity of a liberation of the colonized, for there is a need for a further extension of the consciousness of freedom that actually is inclusive. This demand is contained in Hegel's thought itself, but it still remains abstract with him and must therefore be developed beyond him. (shrink)

Sven Erik Nordenbo; Bildung and the Thinking of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 341–352, https://doi.or.

Bildung und Kompetenz stellen zentrale Themen der Philosophie und Psychologie dar. Beiden Disziplinen geht es um das Verstehen des Menschen und das Verständnis dieses Verstehens. Verstehen wiederum ist ohne Bildung individuell, gesellschaftlich und kulturell nicht möglich. Diese Bildung umfasst keinesfalls nur anzusammelndes Wissen. Vielmehr beschreibt das Konzept von Bildung einen Prozess, in dem im Zuge der praktischen Tätigkeit des Problemlösens unter Leitbildern und Vorbildern Fähigkeiten entfaltet, fortgeschrieben und erweitert werden. Aus der Erfahrung der Widerständigkeit beim Arbeiten entwickeln sich (dynamische) (...) Weltbezüge und -orientierungen sowie eine Vorstellung eigener Identität.Der Philosoph Christoph Hubig und der Psychologe Heiner Rindermann arbeiten in diesem Band sowohl die geistesgeschichtlichen als auch gesellschaftlichen und individuellen Bedingungen, Merkmale und Folgen von Bildung und Kompetenz heraus. (shrink)

Jean-Jacques Rousseau, penseur nostalgique de la « pure nature » perdue et de la chute dans la société technique, était-il égaré dans le siècle des Lumières auquel il était foncièrement étranger? Cette acception galvaudée d'une œuvre qui ne peut en aucun cas être réduite à un tel cliché méritait d'être revue pied à pied. Certes, Rousseau comprend le caractère aussi déterminant qu'irréversible de la technique pour l'homme et les sociétés modernes, et il en mesure les conséquences dans tous les domaines (...) où elle s'impose à l'individu, pour la vie morale comme en politique. Par là, d'ailleurs, il entrevoit et en dénonce de manière prophétique les risques et les dangers. Mais en même temps, l'auteur du Discours sur les sciences et les arts, de l'Émile et du Contrat social propose une philosophie qui vise à réconcilier l'homme avec ses machines, voire selon laquelle la technique permettrait à l'homme de s'accomplir au sein des sociétés humaines. C'est donc là un autre Rousseau qui est donné à lire : celui qui s'oppose à l'idéologie du progrès pour le progrès et du « tout technologique », qui affirme les valeurs morales de l'autonomie et de la liberté, qui définit, bien avant les révolutions scientifiques de l'époque moderne, un ambitieux programme écologique et éthique de « précaution ». Rousseau n'est-il pas un penseur du « durable » pour le XXIe siècle? Pages de début Prologue Présentation Technique et Enfance Technique et Mœurs Technique et Histoire Technique et Éducation Technique et liberté Technique et Esthétique Technique et Éthique PostéritésBibliographie Pages de fin. (shrink)

Notre contribution montre que malgré l’absence flagrante d’un usage explicite du terme dans la plupart des textes de Benjamin, la problématique de l’authenticité est un des enjeux les plus importants de sa pensée, à la fois comme concept esthétique, mais aussi comme objectif d’une philosophie de la connaissance qui en fait son idéal, tout en le mettant systématiquement en doute. La réflexion sur l’authenticité se décline dans tous les domaines de la pensée benjaminienne : l’art, l’histoire, la politique et (...) la traduction, et figure au cœur du seul texte consacré à la notion, l’essai sur « L’œuvre d’art à l’époque de sa reproductibilité technique » que notre contribution analyse en détail, de façon à mettre en lumière l’ambivalence fondamentale du concept. (shrink)

The opposition between learning as a process of self-cultivation and learning as a form of vocational training for the workplace is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims influences the way in which educators approach curriculum design and inevitably shapes the attitudes learners bring to the classroom. In this article, we contest what we see as the overly simplistic opposition between Bildung and Ausbildung by deploying a (...) conception of play that suspends the pragmatic demands of everyday existence. We argue that when learning activities are envisaged as a form of free-flowing, playful exploration, skills-based language training can be understood as an experience of Bildung in which the language learner creatively renegotiates their own identity through an encounter with both their own values and those of the target culture. (shrink)

Considering citizenship education specifically in relation to deliberative politics, first, I focus on the role that Habermas in Between Facts and Norms allots to opinion and will formation as a kind of Bildung, emphasizing the collective aspect of discursive formation in the state as well as in civil society. Secondly, even though I have stressed the crucial role of deliberation in the formation to virtue, I recognize that Habermas attempts to combine the republican call for civic virtue with the liberal (...) claims to have rights. Thirdly, I emphasize that also for Habermas Bildung in some sense constitutes the truth of human being, although it is not specified in detail. Fourthly, I argue that democratic citizenship education would benefit from a substantial notion of Bildung, but that Habermas does not support such an argument. Recognizing that Habermas’s idea of collective formation is restricted to providing justice in terms of politics and law, and bearing in mind the alienation in fact produced within the multitudes of modern capitalist and militarist society, I conclude by expressing the fear that Habermas’s account of democratic formation will not be sufficiently attractive to contemporary democratic citizens and thus unable to function as a normative ideal. (shrink)

The Bologna Framework for higher education has agreed on three “cycle descriptors”—knowledge, skill and general competence—which are to constitute the learning outcomes and credit ranges for the three cycles of higher education: The Bachelor, the Master and the PhD. In connection with the implementations of the national qualification framework these descriptors initiated a new debate on the possibility of Bildung within higher education in Norway. Pursuing this question of whether the triad knowledge, skill and general competences makes possible or prevents (...) Bildung within higher education I argue that regardless of how one conceptualizes Bildung, one must say something about the kind of thinking that initiates a process transforming knowledge to become internalised so as to influence one’s choices and actions. A vital aim for the initiative of the Bologna process as envisioned in the Bologna Declaration 1999 was to develop a “Europe of Knowledge”. Underpinning this and other educational documents it appears that lack of knowledge is seen as an important explanation to todays many challenges. A confidence in knowledge per se as having a transformative power in itself seems to be a belief supporting the knowledge policy that dominates official documents. Following Kierkegaard and his critique of becoming objective as nurturing disinterestedness, I am critical to an understanding of knowledge as transformative in itself if knowledge primarily is understood as objective knowledge. In this paper I argue that in order to take responsibility for the knowledge one holds, a thinking which Kierkegaard calls subjective is an important contribution to one kind of thinking involved if knowledge shall initiate a transformation of one’s life and thus foster responsibility. (shrink)

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