Kant, Hegel, and the Rise of Pedagogical Science

Munzel, G. Felicitas

doi:10.1002/9780470996454.ch9

Cited by 12 publications

(5 citation statements)

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“…One popular interpretation of Bildung reads it along the lines of education. On this reading, Bildung is conceived as a process of developing individual human's potentials and capacities through schooling (see Wood 1998;Uljens 2002;Munzel 2003). Another position that is often presented in scholarly literature is to treat Bildung as synonymous with culture understood as the result of human activity (see, for example, Levi 1984;Markus 2011;Brownlee 2015).…”

Section: The Concept Of Bildungmentioning

confidence: 99%

On the relation of recognition and Bildung in Hegel’s Phenomenology of Spirit

Bykova¹

2023

Philosophica

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While Hegel's conceptions of recognition and Bildung continue to attract scholars' attention, the linkage between the two is often ignored. Yet these two conceptions are intimately linked in Hegel's system and thus cannot be properly understood if discussed separately without taking into consideration their close relationship and interconnection. This paper attempts to fulfill this gap by reconstructing the complex interrelation between the two conceptions in the Phenomenology of Spirit. It shows that Hegel uses both recognition and Bildung to develop his concept of the self as the self-cultivating agency capable of achieving self-knowledge only through and within the universal whole. In this sense, the movement of recognition is part of the complex process of Bildung and is its indispensable element. Deriving its significance from its contribution to the formation (Bildung) of the self as active subjectivity, recognition points to the fact that subjectivity is mediated through relations with other people. Recognizing the importance of these relations involves acknowledging individuals' mutual interdependence grounded in intersubjective interactions, only within which the process of Bildung becomes possible.

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Section: The Concept Of Bildungmentioning

confidence: 99%

On the relation of recognition and Bildung in Hegel’s Phenomenology of Spirit

Bykova¹

2023

Philosophica

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“…Ob razvoju politične konotacije se je pojem tudi filozofsko poglabljal, že s Schillerjem in Schleiermacherjem, še zlasti pa s Heglom. Bildung v njegovi metafizični reformulaciji zajema dve dimenziji, individualno in duhovno (Munzel, 2006); v njem je zajeto samo načelo zgodovine, zgodovine kot procesa učenja, dialektičnega napredovanja duha (Gjesdal, 2015). Bildung torej ni le formativni razvoj jaza, pač pa postane bistvena značilnost zgodovinske in sistematične dinamike Heglovega prikaza sveta samega, formativni samorazvoj duha (Phänomenologie des Geistes, 1807).…”

Section: Bildung-filozofija: Nemška Klasična Filozofija In Neohumanizemunclassified

Pedagoški leksikon: izbrani temeljni pojmi. Poskusna izdaja.

Štefanc,

Žmavc

2023

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“…In his Preliminary Report he suggests that to improve the teachers' knowledge about practical educational matter translations be made from periodicals and books (Dewey 1983, p. 301). 12 See for example, Munzel (2003). cationalists are philosophers or educational thinkers. Philosophy of education, as stated by Phillips (2000), is not a separate discipline in Europe as it is in English speaking countries; on the contrary on the Continent educationalists value philosophical reflection when they are doing pedagogy without calling what they do philosophy of education.…”

Section: Philosophy Of Education Before 1953: the Continental Periodmentioning

confidence: 99%

Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

Ünder

2007

Stud Philos Educ

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This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before World War II, mainly due to the dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey's changing international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming period.

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Kant, Hegel, and the Rise of Pedagogical Science

Cited by 12 publications

References 0 publications

On the relation of recognition and Bildung in Hegel’s Phenomenology of Spirit

On the relation of recognition and Bildung in Hegel’s Phenomenology of Spirit

Pedagoški leksikon: izbrani temeljni pojmi. Poskusna izdaja.

Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

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