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The Concept of Bildung and Its Moral Implications

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Becoming oneself

Abstract

Nowadays it has become somehow fashionable to use the German term Bildung in international educationalist and philosophical discourses that are predominantly English-speaking. A reason for that development could be the continuously growing awareness that there are some important aspects of human development and of pedagogical interactions which cannot be properly and precisely grasped by the English term “education”.

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Notes

  1. 1.

    Løvlie and Stanish (2002, p. 320).

  2. 2.

    Biesta (2002, pp. 380, 386–387, 388, 390).

  3. 3.

    Biesta (2002, p. 388).

  4. 4.

    see ibid., p. 389.

  5. 5.

    Rorty (2009, p. 360).

  6. 6.

    ibid., p. 360.

  7. 7.

    von Humboldt (1980, 235 f.).

  8. 8.

    see ibid., p. 235.

  9. 9.

    ibid., p. 237.

  10. 10.

    see von Humboldt (1905, pp. 27–33).

  11. 11.

    see ibid.

  12. 12.

    see Hegel (1821/2009, p. 163).

  13. 13.

    see Hegel (1807/1980, pp. 264–266).

  14. 14.

    see Hegel (1807/1980, p. 266; 1821/2009, 162 f.).

  15. 15.

    I first developed the following interpretation of Brandom’s theory of conceptual articulation in my article “Intersubjective Recognition and the Development of Propositional Thinking” (Stojanov 2007)

  16. 16.

    see Tugendhat (2003, pp. 15–17; 2003, pp. 19–21).

  17. 17.

    see Brandom (1994, pp. xiv; 159–172).

  18. 18.

    See Brandom (1994, pp. 183, 188, 496–497).

  19. 19.

    Brandom (1994, p. 509).

  20. 20.

    Brandom (1994, p. 590).

  21. 21.

    Brandom (1994, p. 590).

  22. 22.

    McDowell (1996, p. 84)

  23. 23.

    See Peters (1966, pp. 49, 55).

  24. 24.

    Peters (1966, p. 59).

  25. 25.

    Ibid., p. 210.

  26. 26.

    Ibid., p. 210.

  27. 27.

    Albert Ilien describes the first type of teachers as “The Stuff-Transmitter”, and the second one—as “The Students’-Friend” (see Ilien 2005, pp. 94–105, pp. 164–185).

  28. 28.

    See Honneth (2010, 110 f).

  29. 29.

    Ibid., 110 f.

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  1. Catholic University of Eichstaett-Ingolstadt, Werner-Heisenberg-Weg 39, 85071, Ingolstadt, Germany

    Krassimir Stojanov

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  1. Krassimir Stojanov
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  1. Am Planetarium 4, Jena, 07743, Germany

    Käthe Schneider

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Stojanov, K. (2012). The Concept of Bildung and Its Moral Implications. In: Schneider, K. (eds) Becoming oneself. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-531-19156-0_5

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  • DOI: https://doi.org/10.1007/978-3-531-19156-0_5

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