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Theories of Bildung and Growth : Connections and Controversies Between Continental Educational Thinking and American Pragmatism.

By: Contributor(s): Material type: TextPublisher: Rotterdam : BRILL, 2012Copyright date: ©2012Edition: 1st edDescription: 1 online resource (317 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789462090316
Subject(s): Genre/Form: DDC classification:
  • 370.12
Online resources:
Contents:
Intro -- Theories of Bildung and Growth -- TABLE OF CONTENTS -- FOREWORD -- 1. INTRODUCTION -- PRELIMINARY REMARKS ON THE CONCEPT OF BILDUNG -- THE CONCEPT OF GROWTH IN PROGRESSIVEEDUCATION AND PRAGMATISM -- SOME HISTORICAL CONNECTIONS -- THE ARTICLES IN THIS WORK -- REFERENCES -- 2. SIGNS OF REALITY: The idea of General Bildung by J. A. Comenius -- INTRODUCTION -- COMENIAN DIDACTICS AND PEDAGOGICAL MODERNITY -- BILDUNG -- COMENIUS AND THE FOUR AGES OF UNDERSTANDING -- ALL FOR ALL AND THROUGHOUT -- COMENIAN RESEARCH METHOD -- REALISM OF RELATIONS AND THE SEMIOTIC BASIS OF BILDUNG -- CONCLUSION -- NOTES -- REFERENCES -- 3. JEAN-JACQUES ROUSSEAU ON ALIENATION,BILDUNG AND EDUCATION -- INTRODUCTION -- FROM THE NATURALISTIC READING OF ROUSSEAU… -- … TO THE BILDUNG-THEORETICAL READING OF ROUSSEAU -- ON EDUCATION -- CONCLUSION -- NOTES -- REFERENCES -- 4. THE SEARCH FOR THE TERM BILDUNG IN THE GERMAN CLASSIC -- THE DEFINITION OF THE EPOCHS -- THE TRANSITION FROM ENLIGHTENMENT TO IDEALISM -- CONTRARY OPINIONS - IRRECONCILABLE -- THE CONSEQUENCES OF DIVIDING THE CONCEPT INTO THEORY AND PRACTICE -- REFERENCES -- 5. FROM IMMANUEL KANT TO JOHANN GOTTLIEB FICHTE - CONCEPT OF EDUCATION AND GERMAN IDEALISM -- INTRODUCTION -- HISTORY AND ENLIGHTENMENT AS THE PROJECT OF HUMANKIND -- KANT AS A MODERN PEDAGOGUE -- FICHTE ON HUMAN PERFECTION -- THE THEORY OF INTERSUBJECTIVITY AND THE CONCEPT OF EDUCATIVE DEED -- CONCLUDING REMARKS -- NOTES -- REFERENCES -- 6. EDUCABILITY AND BILDUNG IN HERBART'S THEORY OF EDUCATION -- THE PHILOSOPHICAL CONTEXT: A CRITIQUE OF IDEALISM -- BILDSAMKEIT - THE EDUCABILITY OF A HUMAN BEING -- PEDAGOGICAL CAUSALITY -- MORAL EDUCATION AND A CHARACTER BILDUNG -- LEARNING-THEORETICAL CONSEQUENCES: A CRITIQUE OF CONSTRUCTIVISM -- Herbart: -- NOTES -- REFERENCES -- 7. WILHELM VON HUMBOLDT'S CONTRIBUTION TO A THEORY OF BILDUNG.
INTRODUCTION: NIETZSCHE'S CRITICISM OF BILDUNG -- COMMENTS ON THE TERM BILDUNG -- ASPECTS OF A THEORY OF BILDUNG AS DEVELOPED BY HUMBOLDT -- A Short Excursus on the Ancient Greeks -- But why this great enthusiasm for the Greeks? -- ALLGEMEINE BILDUNG -- ON CRITICISM OF HUMBOLDT'S IDEA OF BILDUNG -- COMMENTS ON THE HUMBOLDT RECEPTION IN GERMANY -- HUMBOLDT - IS HE RELEVANT TODAY? -- REFERENCES -- 8. THEODOR W. ADORNO - EDUCATION AS SOCIAL CRITIQUE -- EDUCATION AS BILDUNG AND AS ERZIEHUNG -- BILDUNG AS OVERCOMING HALBBILDUNG -- ERZIEHUNG AS CULTIVATING THE ABILITY TO RESIST -- CONCLUSION -- REFERENCES -- 9. WHAT IS BILDUNG? OR: WHY PÄDAGOGIK CANNOT GET AWAY FROM THE CONCEPT OF BILDUNG -- THE EDUCATIONALIZATION OF THE CONCEPT OF BILDUNG IN THE EIGHTEENTH CENTURY -- BILDUNG AS A NATIONAL CONSTRUCT -- BILDUNG AS SOCIAL DIFFERENTIATION -- BILDUNG AS EMANCIPATION -- THE REVIVAL OF BILDUNG AS SALVATION FROM PISA -- NOTES -- REFERENCES -- 10. THE GERMAN IDEA OF BILDUNG AND THE ANTI-WESTERN IDEOLOG -- ECONOMIC, TERRITORIAL, AND MILITARY GROWTH AND THE CLAIM OF IMMUTABLE INNER NATURE -- THE CULTURAL AND INSTITUTIONAL BREEDING GROUND OF THE THEORY OF BILDUNG AROUND 1900 -- DOMESTIC NATIONAL DEFENSE IN 1917: THE ENTRY OF EDUCATION AS A UNIVERSITY SUBJECT -- THE GERMAN MISSION, PERSÖNLICHKEIT, AND BILDUNG -- BUILDING ON AN EDUCATIONAL EMPIRE: GEISTESWISSENSCHAFTLICHE PÄDAGOGIK -- NOTES -- REFERENCES -- 11. SOME THINGS NEVER CHANGE: THE INVENTION OF HUMBOLDT IN WESTERN HIGHER EDUCATION SYSTEMS -- INTRODUCTION -- THE HOMOGENIZATION OF EDUCATIONAL POLICY: THE DAWN OF A NEW INTERNATIONAL IDEOLOGY -- HETEROGENEITY AS A RESPONSE TO POLITICAL TENDENCIES FOR HOMOGENIZATION -- THE PERPETUAL DECLINE OF THE UNIVERSITY: THE DISCOURSE OF CRISIS AND THE CONTINUOUS REDISCOVERY OF HUMBOLDT IN WESTERN EUROPE AND NORTH AMERICA -- NOTES -- REFERENCES.
12. EMERSONIAN SELF-CULTURE AND INDIVIDUAL GROWTH: THE AMERICAN APPROPRIATION OF BILDUNG -- INTRODUCTORY REMARKS -- ETHICAL GROWTH: SELF-CULTURE AND INDIVIDUALISM -- ONTOLOGICAL GROWTH: ENLARGING PERSPECTIVES -- CRITICAL CONCLUDING REFLECTIONS -- NOTES -- REFERENCES -- 13. HORACE MANN ON GROWTH, THE PEDAGOGICAL METHOD AND PUBLIC SCHOOL: Three Early Themes of Progressive Education in Democratic Society -- INTRODUCTION -- HORACE MANN -- SOCIAL ACTION, FREEDOM AND AUTONOMOUS THINKING -- VERBAL ACTIVITY, GROWTH AND TEACHING -- TEACHING AS INTERPRETATION -- DEMOCRATIC SOCIETY AND PUBLIC SCHOOL -- CONCLUSIONS -- NOTES -- REFERENCES -- 14. WILLIAM JAMES'S EDUCATIONAL WILL TO BELIEVE -- TEACHING AS AN ART: ON JAMES'S PSYCHOLOGY AND PEDAGOGY -- THE WILL TO BELIEVE AND EDUCATION -- CONCLUSION -- NOTES -- REFERENCES -- 15. THE ORIGINS AND EDUCATIONALSIGNIFICANCE OF JOHN DEWEY'S PHILOSOPHY -- INTRODUCTION -- THE ORIGINS OF DEWEY'S THOUGHT -- Pragmatic maxim against the individual speculati -- Copernican revolution against Cartesian quest for certainty -- PHILOSOPHY AS A GENERAL THEORY OF EDUCATION -- Thinking as an inquiry -- The conditions of growth -- Communication and the formation of self -- SUMMARY -- NOTES -- REFERENCES -- 16. GEORGE HERBERT MEAD: FORMATIONTHROUGH COMMUNICATION -- INTRODUCTION -- THE THEORETICAL BACKGROUND: THE SOCIAL ORIGIN OFREFLECTIVE CONSCIOUSNESS -- The intersubjective origin of self-consciousness -- The intersubjective origin of thought -- Social objects and the 'conversation of gesture -- 'Taking the attitude of the other' -- MEAD'S THEORY OF EDUCATION -- DISCUSSION: FORMATION THROUGH COMMUNICATION -- NOTES -- REFERENCES -- 17. EXPERIENCING GROWTH AS A NATURALPHENOMENON: JOHN DEWEY'S PHILOSOPHY ANDTHE BILDUNG TRADITION -- INTRODUCTION -- EARLY DEWEY: A PHILOSOPHER OF BILDUNG? -- From Idealism to Instrumentalism.
Dewey's early educational philosophy -- DEWEY'S EXPERIMENTAL PERIOD: TOWARDS A NATURALISTICACCOUNT OF GROWTH -- Educational implications of instrumentalism -- Bildung and Dewey's middle period philosophy of education -- Growth as building of new habits of action -- Growth to democracy -- GROWTH OR BILDUNG: DEWEY'S NATURALISTICPHILOSOPHY AND EDUCATION -- Dewey's 'Hegelian deposit' -- A Naturalist Considers Bildung. -- NOTES -- REFERENCES -- 18. DEWEY'S PROGRESSIVE EDUCATION,EXPERIENCE AND INSTRUMENTAL PRAGMATISMWITH PARTICULAR REFERENCE TOTHE CONCEPT OF BILDUNG -- PRAGMATISM AS SALVATION? -- A DIGRESSION ON THE TERM BILDUNG -- DEWEY'S CRITICS: "PRAGMATIC ACQUIESCENCE" AND"HALF-HEARTED NATURALISM" -- GROWTH - THE TERM AT THE HEART OF A NATURALISTEDUCATIONAL PHILOSOPHY -- CRITICISM OF PRAGMATIC AND PROGRESSIVE EDUCATION IN THE USA -- THE CHILD-CENTRED TURN AND THE DEMOCRATISATION OFSCHOOLS IN THE WEIMAR REPUBLIC -- DEWEY'S AND DILTHEY'S UNDERSTANDING OF "EXPERIENCE":RELATED CONCEPTS? -- REFERENCES -- 19. BETWEEN BILDUNG AND GROWTH: CONNECTIONSAND CONTROVERSIES -- NOTES -- REFERENCES -- AUTHOR DESCRIPTIONS.
Summary: The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J. A.comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism.
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Intro -- Theories of Bildung and Growth -- TABLE OF CONTENTS -- FOREWORD -- 1. INTRODUCTION -- PRELIMINARY REMARKS ON THE CONCEPT OF BILDUNG -- THE CONCEPT OF GROWTH IN PROGRESSIVEEDUCATION AND PRAGMATISM -- SOME HISTORICAL CONNECTIONS -- THE ARTICLES IN THIS WORK -- REFERENCES -- 2. SIGNS OF REALITY: The idea of General Bildung by J. A. Comenius -- INTRODUCTION -- COMENIAN DIDACTICS AND PEDAGOGICAL MODERNITY -- BILDUNG -- COMENIUS AND THE FOUR AGES OF UNDERSTANDING -- ALL FOR ALL AND THROUGHOUT -- COMENIAN RESEARCH METHOD -- REALISM OF RELATIONS AND THE SEMIOTIC BASIS OF BILDUNG -- CONCLUSION -- NOTES -- REFERENCES -- 3. JEAN-JACQUES ROUSSEAU ON ALIENATION,BILDUNG AND EDUCATION -- INTRODUCTION -- FROM THE NATURALISTIC READING OF ROUSSEAU… -- … TO THE BILDUNG-THEORETICAL READING OF ROUSSEAU -- ON EDUCATION -- CONCLUSION -- NOTES -- REFERENCES -- 4. THE SEARCH FOR THE TERM BILDUNG IN THE GERMAN CLASSIC -- THE DEFINITION OF THE EPOCHS -- THE TRANSITION FROM ENLIGHTENMENT TO IDEALISM -- CONTRARY OPINIONS - IRRECONCILABLE -- THE CONSEQUENCES OF DIVIDING THE CONCEPT INTO THEORY AND PRACTICE -- REFERENCES -- 5. FROM IMMANUEL KANT TO JOHANN GOTTLIEB FICHTE - CONCEPT OF EDUCATION AND GERMAN IDEALISM -- INTRODUCTION -- HISTORY AND ENLIGHTENMENT AS THE PROJECT OF HUMANKIND -- KANT AS A MODERN PEDAGOGUE -- FICHTE ON HUMAN PERFECTION -- THE THEORY OF INTERSUBJECTIVITY AND THE CONCEPT OF EDUCATIVE DEED -- CONCLUDING REMARKS -- NOTES -- REFERENCES -- 6. EDUCABILITY AND BILDUNG IN HERBART'S THEORY OF EDUCATION -- THE PHILOSOPHICAL CONTEXT: A CRITIQUE OF IDEALISM -- BILDSAMKEIT - THE EDUCABILITY OF A HUMAN BEING -- PEDAGOGICAL CAUSALITY -- MORAL EDUCATION AND A CHARACTER BILDUNG -- LEARNING-THEORETICAL CONSEQUENCES: A CRITIQUE OF CONSTRUCTIVISM -- Herbart: -- NOTES -- REFERENCES -- 7. WILHELM VON HUMBOLDT'S CONTRIBUTION TO A THEORY OF BILDUNG.

INTRODUCTION: NIETZSCHE'S CRITICISM OF BILDUNG -- COMMENTS ON THE TERM BILDUNG -- ASPECTS OF A THEORY OF BILDUNG AS DEVELOPED BY HUMBOLDT -- A Short Excursus on the Ancient Greeks -- But why this great enthusiasm for the Greeks? -- ALLGEMEINE BILDUNG -- ON CRITICISM OF HUMBOLDT'S IDEA OF BILDUNG -- COMMENTS ON THE HUMBOLDT RECEPTION IN GERMANY -- HUMBOLDT - IS HE RELEVANT TODAY? -- REFERENCES -- 8. THEODOR W. ADORNO - EDUCATION AS SOCIAL CRITIQUE -- EDUCATION AS BILDUNG AND AS ERZIEHUNG -- BILDUNG AS OVERCOMING HALBBILDUNG -- ERZIEHUNG AS CULTIVATING THE ABILITY TO RESIST -- CONCLUSION -- REFERENCES -- 9. WHAT IS BILDUNG? OR: WHY PÄDAGOGIK CANNOT GET AWAY FROM THE CONCEPT OF BILDUNG -- THE EDUCATIONALIZATION OF THE CONCEPT OF BILDUNG IN THE EIGHTEENTH CENTURY -- BILDUNG AS A NATIONAL CONSTRUCT -- BILDUNG AS SOCIAL DIFFERENTIATION -- BILDUNG AS EMANCIPATION -- THE REVIVAL OF BILDUNG AS SALVATION FROM PISA -- NOTES -- REFERENCES -- 10. THE GERMAN IDEA OF BILDUNG AND THE ANTI-WESTERN IDEOLOG -- ECONOMIC, TERRITORIAL, AND MILITARY GROWTH AND THE CLAIM OF IMMUTABLE INNER NATURE -- THE CULTURAL AND INSTITUTIONAL BREEDING GROUND OF THE THEORY OF BILDUNG AROUND 1900 -- DOMESTIC NATIONAL DEFENSE IN 1917: THE ENTRY OF EDUCATION AS A UNIVERSITY SUBJECT -- THE GERMAN MISSION, PERSÖNLICHKEIT, AND BILDUNG -- BUILDING ON AN EDUCATIONAL EMPIRE: GEISTESWISSENSCHAFTLICHE PÄDAGOGIK -- NOTES -- REFERENCES -- 11. SOME THINGS NEVER CHANGE: THE INVENTION OF HUMBOLDT IN WESTERN HIGHER EDUCATION SYSTEMS -- INTRODUCTION -- THE HOMOGENIZATION OF EDUCATIONAL POLICY: THE DAWN OF A NEW INTERNATIONAL IDEOLOGY -- HETEROGENEITY AS A RESPONSE TO POLITICAL TENDENCIES FOR HOMOGENIZATION -- THE PERPETUAL DECLINE OF THE UNIVERSITY: THE DISCOURSE OF CRISIS AND THE CONTINUOUS REDISCOVERY OF HUMBOLDT IN WESTERN EUROPE AND NORTH AMERICA -- NOTES -- REFERENCES.

12. EMERSONIAN SELF-CULTURE AND INDIVIDUAL GROWTH: THE AMERICAN APPROPRIATION OF BILDUNG -- INTRODUCTORY REMARKS -- ETHICAL GROWTH: SELF-CULTURE AND INDIVIDUALISM -- ONTOLOGICAL GROWTH: ENLARGING PERSPECTIVES -- CRITICAL CONCLUDING REFLECTIONS -- NOTES -- REFERENCES -- 13. HORACE MANN ON GROWTH, THE PEDAGOGICAL METHOD AND PUBLIC SCHOOL: Three Early Themes of Progressive Education in Democratic Society -- INTRODUCTION -- HORACE MANN -- SOCIAL ACTION, FREEDOM AND AUTONOMOUS THINKING -- VERBAL ACTIVITY, GROWTH AND TEACHING -- TEACHING AS INTERPRETATION -- DEMOCRATIC SOCIETY AND PUBLIC SCHOOL -- CONCLUSIONS -- NOTES -- REFERENCES -- 14. WILLIAM JAMES'S EDUCATIONAL WILL TO BELIEVE -- TEACHING AS AN ART: ON JAMES'S PSYCHOLOGY AND PEDAGOGY -- THE WILL TO BELIEVE AND EDUCATION -- CONCLUSION -- NOTES -- REFERENCES -- 15. THE ORIGINS AND EDUCATIONALSIGNIFICANCE OF JOHN DEWEY'S PHILOSOPHY -- INTRODUCTION -- THE ORIGINS OF DEWEY'S THOUGHT -- Pragmatic maxim against the individual speculati -- Copernican revolution against Cartesian quest for certainty -- PHILOSOPHY AS A GENERAL THEORY OF EDUCATION -- Thinking as an inquiry -- The conditions of growth -- Communication and the formation of self -- SUMMARY -- NOTES -- REFERENCES -- 16. GEORGE HERBERT MEAD: FORMATIONTHROUGH COMMUNICATION -- INTRODUCTION -- THE THEORETICAL BACKGROUND: THE SOCIAL ORIGIN OFREFLECTIVE CONSCIOUSNESS -- The intersubjective origin of self-consciousness -- The intersubjective origin of thought -- Social objects and the 'conversation of gesture -- 'Taking the attitude of the other' -- MEAD'S THEORY OF EDUCATION -- DISCUSSION: FORMATION THROUGH COMMUNICATION -- NOTES -- REFERENCES -- 17. EXPERIENCING GROWTH AS A NATURALPHENOMENON: JOHN DEWEY'S PHILOSOPHY ANDTHE BILDUNG TRADITION -- INTRODUCTION -- EARLY DEWEY: A PHILOSOPHER OF BILDUNG? -- From Idealism to Instrumentalism.

Dewey's early educational philosophy -- DEWEY'S EXPERIMENTAL PERIOD: TOWARDS A NATURALISTICACCOUNT OF GROWTH -- Educational implications of instrumentalism -- Bildung and Dewey's middle period philosophy of education -- Growth as building of new habits of action -- Growth to democracy -- GROWTH OR BILDUNG: DEWEY'S NATURALISTICPHILOSOPHY AND EDUCATION -- Dewey's 'Hegelian deposit' -- A Naturalist Considers Bildung. -- NOTES -- REFERENCES -- 18. DEWEY'S PROGRESSIVE EDUCATION,EXPERIENCE AND INSTRUMENTAL PRAGMATISMWITH PARTICULAR REFERENCE TOTHE CONCEPT OF BILDUNG -- PRAGMATISM AS SALVATION? -- A DIGRESSION ON THE TERM BILDUNG -- DEWEY'S CRITICS: "PRAGMATIC ACQUIESCENCE" AND"HALF-HEARTED NATURALISM" -- GROWTH - THE TERM AT THE HEART OF A NATURALISTEDUCATIONAL PHILOSOPHY -- CRITICISM OF PRAGMATIC AND PROGRESSIVE EDUCATION IN THE USA -- THE CHILD-CENTRED TURN AND THE DEMOCRATISATION OFSCHOOLS IN THE WEIMAR REPUBLIC -- DEWEY'S AND DILTHEY'S UNDERSTANDING OF "EXPERIENCE":RELATED CONCEPTS? -- REFERENCES -- 19. BETWEEN BILDUNG AND GROWTH: CONNECTIONSAND CONTROVERSIES -- NOTES -- REFERENCES -- AUTHOR DESCRIPTIONS.

The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J. A.comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism.

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