Results for 'Bildung-Centered Didaktik'

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  1.  8
    And school organization, 188.Bildung-Centered Didaktik, Critical-Constructive Didaktik, Geisteswissenschaftliche Piidagogik & Bildungstheoretische Didaktik See - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a Reflective Practice: The German Didaktik Tradition. L. Erlbaum Associates. pp. 341.
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  2.  17
    Didaktik, Bildung, Content: On the Writings of Frede V. Nielsen.Werner Jank - 2014 - Philosophy of Music Education Review 22 (2):113.
    This paper is an evaluation of a selection of writings by Frede V. Nielsen and their significance for the philosophy of music education. The terms Didaktik and Bildung, which played a central role in Nielsen’s writings, will be introduced, situated within the historical context of classic theories of Bildung (Schleiermacher, von Humboldt, and others.), expounded upon from the perspective of the philosophy of music education and related to Nielsen’s central question of criteria-driven selection of content. I shall (...)
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  3.  2
    Didaktik als Bildungslehre nach ihren Beziehungen zur Socialforschung und zur Geschichte der Bildung dargestellt.Otto Willmann - 1888 - F. Vieweg Und Sohn.
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  4.  6
    Philosophische Bildung und politische Urteilskraft: Hannah Arendts Kant-Rezeption und ihre didaktische Bedeutung.Rene Torkler - 2015
    Die Arbeit formuliert einen zeitgemassen Bildungsbegriff, der sich dennoch nicht in dem technologischen Kompetenzdenken erschopft, das den gegenwartigen Mainstream von Bildungstheorie und Didaktik so nachhaltig pragt. Dies erfolgt auf der Grundlage des hermeneutischen Verfahrens, welches Hannah Arendts Kant-Rezeption zugrunde liegt. Bildung wird als praktischer Prozess verstanden, durch den Formen der Weltorientierung erschlossen werden. Zudem wird deutlich gemacht, auf welche Weise philosophische Bildung eine wichtige Rolle fur die politische Bildung von Schulerinnen, Schulern und allen sich Bildenden uberhaupt (...)
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  5.  40
    Kultur, Bildung, Geist.Raymond Geuss - 1996 - History and Theory 35 (2):151-164.
    I distinguish three strands in the discussion of "culture" in nineteenth- and early twentieth-century Germany. One is centered around the analysis of the diverse folkways of various human groups. A second focuses on the cultivation of individual talents and capacities. The third treats aesthetic experience and judgment and its relation to forms of sociability. I discuss some of the various ways in which these three strands of discussion interacted historically and suggest some ways in which the study of this (...)
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  6.  9
    Bild und Latenz: Impulse für eine Didaktik der Bildlatenz.Anja Pompe (ed.) - 2019 - Paderborn: Wilhelm Fink, Brill Deutschland.
    Bilder spielen in allen Schulfächern immer schon eine zentrale Rolle. Die intellektuellen Energien, die in den Bildungs- und Erziehungswissenschaften aufgewendet werden, um Fragen des Einsatzes von Bildern zu beantworten, wirken daher beachtlich. Eingeklammert bleiben dabei bisher jedoch Phänomene der Unsichtbarkeit, obwohl sie grundlegend für alles Bildliche sind. Denn sie gehören zu jener Dimension, die wir als "latent" bezeichnen. Eine Auseinandersetzung mit den Funktionen von Bildern in Lehrkontexten kann deshalb nur erfolgreich sein, wenn die philosophischen Debatten über "Latenz", die zwischen dem (...)
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  7.  10
    Sources from the didaktik tradition.Didaktik Tradition - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a Reflective Practice: The German Didaktik Tradition. L. Erlbaum Associates. pp. 109.
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  8. The significance of classical theories of Bildung for a contemporary concept of Allgemeinbildung.Wolfgang Klafki - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a Reflective Practice: The German Didaktik Tradition. L. Erlbaum Associates.
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  9.  75
    Confucius and act-centered morality.Act-Centered Morality - 2000 - Journal of Chinese Philosophy 27:331-344.
  10.  4
    Chance und Risiko der Gegenwart: e. krit. Analyse d. wissenschaftl.-techn. Welt.Hugo Staudinger, Wolfgang Behler & Deutsches Institut für Bildung und Wissen (eds.) - 1976 - Paderborn: Schöningh.
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  11.  42
    Toward a metaphysics of culture.Joseph Margolis - 2013 - Human Affairs 23 (4):474-494.
    Toward a Metaphysics of Culture provides an initial, minimal, and original analysis of the concept of uniquely enlanguaged cultures of the human world and of the distinctive metaphysical features of whatever belongs to the things of that world: preeminently, persons, language, actions, artworks, products, history, practices, institutions, and norms. Emphasis is placed on the artifactual and hybrid nature of persons, naturalistic and post-Darwinian evolutionary considerations, and the bearing of the account on a range of disputed inquiries largely centered on (...)
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  12.  21
    Natur, Umwelt, Nachhaltigkeit: Perspektiven auf Sprache, Diskurse und Kultur.Anna Mattfeldt, Carolin Schwegler & Berbeli Wanning (eds.) - 2021 - De Gruyter.
    Spannungsverhältnisse zwischen Natur und Mensch prägen unseren Alltag, unsere Sprache und öffentliche Diskurse im Themenspektrum der Nachhaltigkeit. Letztere entfaltet normatives Potential, steht bildungs- und wirtschaftspolitisch im Zentrum und bildet sich in der Literatur ab. Natur, Umwelt und Nachhaltigkeit sind Themen, die viele Wissensdomänen berühren – von naturwissenschaftlichen Fragen über rechtliche Aspekte bis zu Überlegungen der Sprachkritik. Sie bedürfen einer Betrachtung aus verschiedensten Fachdisziplinen, wie es etwa auch im Rahmen der Environmental Humanities gefordert wird. Um in diesem Zuge die Relevanz sprachbezogener (...)
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  13.  8
    Hannah Arendt's Moral Ontology: Comments on David Luban's Arendt on the Crime of Crimes.Luís Pereira Coutinho - 2015 - Ratio Juris 28 (3):326-329.
    David Luban identifies a tension between Arendt's conception of ethnic identification in a context of persecution and her conception of humanity. That tension pertains to the reality—or realities—that Arendt addresses: the moral reality of her Bildung that appears throughout her work, and is centered on the “dignity of man,” on the one hand, and the divisive, “political” reality that she was forced to face when “attacked as a Jew,” on the other. By implicitly accepting that in a context (...)
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  14.  12
    Using Simulation and Virtual Practice in Midwifery and Nursing Education: Experiencing Self-Body-World “Differently”.Susan James & Brenda Cameron - 2013 - Phenomenology and Practice 7 (1):53-68.
    The journey into the world of midwifery or nursing requires the student to attend to the intertwining of self-body-world in order to shift their knowledge of self-body-world into a client/patient-centered context. One of the teaching-learning strategies used to provide safe opportunities is the use of simulations and virtual practices. Rather than learning intimate acts of touching, or life and death decision-making in situations with actual clients/patients, students enter their learning world with rubber torsos, cloth babies, and cyber clinics. The (...)
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  15.  38
    A Tale of Three Zoras: Barbara Johnson and Black Women Writers.Hortense J. Spillers - 2004 - Diacritics 34 (1):94-97.
    In lieu of an abstract, here is a brief excerpt of the content:A Tale of Three Zoras:Barbara Johnson and Black Women WritersHortense J. Spillers (bio)Talking about Zora Neale Hurston is like approaching the Sphinx—so much riddle, so many faces, and all of it occurring on fairly high holy ground since Alice Walker's remarkable discovery a couple of decades ago.1 But Barbara Johnson's criticism cracks the code on Her Majesty and brings the sign vehicle—"Zora Neale Hurston"—to the table of juxtapositions and (...)
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  16.  31
    The Centered Mind: What the Science of Working Memory Shows Us About the Nature of Human Thought.Peter Carruthers - 2015 - Oxford, GB: Oxford University Press UK.
    The Centered Mind offers a new view of the nature and causal determinants of both reflective thinking and, more generally, the stream of consciousness. Peter Carruthers argues that conscious thought is always sensory-based, relying on the resources of the working-memory system. This system enables sensory images to be sustained and manipulated through attentional signals directed at midlevel sensory areas of the brain. When abstract conceptual representations are bound into these images, we consciously experience ourselves as making judgments or arriving (...)
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  17. Bildung and Modernity: The Future of Bildung in a World of Difference.Gert Biesta - 2002 - Studies in Philosophy and Education 21 (4/5):343-351.
    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. (...)
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  18. Weniger ist mehr. Das Aufgeben philosophischer Einstellungen als Ziel argumentativer Auseinandersetzungen im Philosophie- und Ethikunterricht.Dominik Balg - 2022 - Zeitschrift Für Didaktik der Philosophie Und Ethik 4:93-104.
    Dass das Verständnis von und die kritische Auseinandersetzung mit argumentativen Zusammenhängen für den Philosophie- und Ethikunterricht von besonderer Bedeutung ist, ist unumstritten. Ebenso unumstritten ist es, dass es sich bei der schulischen Vermittlung von Argumentationskompetenzen um keinen Selbstzweck handelt, sondern dass Lernende vor dem Hintergrund der erworbenen Fähigkeiten und Kenntnisse zu einer fundierten Meinungsbildung befähigt werden sollen. In diesem Artikel argumentiere ich vor dem Hintergrund neuerer Ergebnisse der erkenntnistheoretischen Forschung dafür, dass das soeben skizzierte Bild jedoch einer grundlegenden Ergänzung bedarf, (...)
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  19.  5
    Kosmologische Didaktik: Lernen und Lehren bei Eugen Fink.Anselm Böhmer - 2002 - Würzburg: Königshausen & Neumann.
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  20. Kategoriale Didaktik.Erich Dauenhauer - 1970 - Rinteln,: München: Merkur-Lehrmittel-Verlag.
     
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  21.  10
    Zur Didaktik mittelindischer Sprachen. By Klaus Mylius.Stephanie W. Jamison - 2022 - Journal of the American Oriental Society 140 (3).
    Zur Didaktik mittelindischer Sprachen. By Klaus Mylius. Beiträge zur Kenntnis südasiatischer Sprachen und Literaturen, vol. 23. Wiesbaden: Harrassowitz, 2013. Pp. 100. €24. In the same series, with the same author and publisher:Lehrbuch der Ardhamāgadhī...., vol. 24...., 2014. Pp. 110. €29.Māhārāṣṭrī: Grammatischer Abriss und Wörterbuch...., vol. 25...., 2016. Pp. 131. €29.90. Śaurasenī: Grammatik und Glossar...., vol. 27...., 2018. Pp. 89. €29.90.Māgadhī: Grammatik, Textproben und Glossar...., vol. 29...., 2019. Pp. 74. €29.
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  22. Kantsequentialism and Agent-Centered Restrictions.Douglas W. Portmore - manuscript
    There are two alternative approaches to accommodating an agent-centered restriction against, say, φ-ing. One approach is to prohibit agents from ever φ-ing. For instance, there could be an absolute prohibition against breaking a promise. The other approach is to require agents both to adopt an end that can be achieved only by their not φ-ing and to give this end priority over that of minimizing overall instances of φ-ing. For instance, each agent could be required both to adopt the (...)
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  23.  8
    Bildung: Ziele, Wege, Probleme: Ringvorlesung der Philosophischen Fakultäten I-III der Universität des Saarlandes im Wintersemester 2001/2002.Klaus Martin Girardet (ed.) - 2004 - St. Ingbert: Röhrig Universitätsverlag.
    "Die Bildung muss auf die volle Entfaltung der menschlichen Persönlichkeit und auf die Stärkung der Achtung vor den Menschenrechten und Grundfreiheiten gerichtet sein.
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  24. Centered communication.Clas Weber - 2013 - Philosophical Studies 166 (S1):205-223.
    According to an attractive account of belief, our beliefs have centered content. According to an attractive account of communication, we utter sentences to express our beliefs and share them with each other. However, the two accounts are in conflict. In this paper I explore the consequences of holding on to the claim that beliefs have centered content. If we do in fact express the centered content of our beliefs, the content of the belief the hearer acquires cannot (...)
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  25.  44
    Bildung Between Praxis and Theoria: A Philosophical Study of an Exemplary Anecdote.Donato Loia - 2019 - Studies in Philosophy and Education 38 (5):499-516.
    This paper is part of a broader project in which I investigate autobiographical experiences and transcribed memories. Specifically, this essay analyzes the potential linkages between philosophical ideas and everyday social existence. First, I consider the correspondence between an anecdote from my own lived experience and the concept of Bildung—a multidimensional notion loosely translated as “formation,” “self-formation,” “cultivation,” “self-cultivation,” “self-development,” “cultural process,” and so on. Building on Hegel’s and Gadamer’s contributions to Bildungstheorie, I introduce readers to the concept. Then, in (...)
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  26.  11
    Bildung as Cultural Participation: The Prereflective and Reflective Self in Hegel’s Phenomenology.Nisar Alungal Chungath - 2024 - Journal of the Indian Council of Philosophical Research 41 (1):117-138.
    Contemporary poststructural and hermeneutical theories emphasize the prereflective opacity of the self and the consequent inarticulateness concerning the deep prereflective layers (‘prejudices’) of self-understanding. Some of such ontologically significant prejudices, some hermeneutical views hold, are inescapable and so the self cannot reflectively refuse or overcome them. This paper proposes the Hegelian notion of self-consciousness in the Phenomenology as the restless, unreflective–reflective negation of its own nothingness or contingent, open givenness as an alternative that both accepts the hermeneutical insight concerning the (...)
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  27. Bildung und Bildmetaphysik: Eine Heideggersche Kritik des Bildungsbegriffes.Jussi Backman - 2012 - In Hanna-Barbara Gerl-Falkovitz, René Kaufmann & Hans Rainer Sepp (eds.), Die Bildung Europas: Eine Topographie des Möglichen im Horizont der Freiheit. Dresden: Thelem. pp. 175-191.
    Dieser Aufsatz erörtert Heideggers Auffassung vom ‚metaphysischen‘ Charakter des abendländischen Humanismus mittels einer Hervorhebung einiger Grundzüge der Geschichte des philosophischen Bildungsbegriffes. Nach Heidegger sind die Bildungsideale der europäischen Humanismen von den metaphysischen Grundauffassungen vom idealen Sein des Seienden bestimmt. Außerdem ist für Heidegger der Bildungsbegriff mit der Tradition der Bildmetaphysik – sowohl mit der platonisch-christlichen Vorstellung des Menschen als Abbild eines göttlichen Vorbilds als auch mit der neuzeitlich-subjektivistischen ‚Eroberung der Welt als Bild‘ – verbunden. Schließlich wird die Möglichkeit eines Heideggerschen (...)
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  28.  13
    Bildung und radikale Gewalt. Essay über politische Radikalisierungsprozesse als bildungstheoretisches Themenfeld.Alex Aßmann - 2020 - Zeitschrift für Praktische Philosophie 7 (2):67-90.
    Stellt sich beispielsweise in Ermittlungsverfahren heraus, dass es sich bei solchen Terroristen und gewalttätigen Radikalen, die für schwere Gewalt- und Hassverbrechen zur Verantwortung gezogen werden, zugleich um formal hoch gebildete und qualifizierte Menschen handelt, dann reagiert die Öffentlichkeit oftmals besonders irritiert darauf. Unschwer ließe sich das auf eine weitverbreitete Auffassung zurückführen, wonach Bildung und Gewalt einander ausschlössen. Der vorliegende Essay geht hingegen von einer anderslautenden These aus. Diese besagt: Auch Radikalisierungsprozesse lassen sich als Bildungsprozesse beschreiben – und individuelle Radikalisierungsprozesse (...)
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  29.  14
    Hegelian Bildung as an Alternative to Active Learning in Childhood Education.Saeed Azadmanesh & Khosrow Bagheri Noaparast - 2023 - British Journal of Educational Studies 71 (2):195-212.
    This study aims to critique the concept of active learning in childhood education based on Hegelian Bildung. We have defined childhood education from the perspective of Hegel’s Bildung in The Phenomenology of Spirit. We describe childhood education as a ‘primary Bildung’ having the aim of ‘entering into the conceptual world’. This aim indicates that children can and are required to express their experiences in conceptual language. Finally, we critique the conceptual components of active learning from the Hegelian (...)
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  30.  5
    Hegelian Bildung as an Alternative to Active Learning in Childhood Education.Saeed Azadmanesh & Khosrow Bagheri Noaparast - 2023 - British Journal of Educational Studies 71 (2):195-212.
    This study aims to critique the concept of active learning in childhood education based on Hegelian Bildung. We have defined childhood education from the perspective of Hegel’s Bildung in The Phenomenology of Spirit. We describe childhood education as a ‘primary Bildung’ having the aim of ‘entering into the conceptual world’. This aim indicates that children can and are required to express their experiences in conceptual language. Finally, we critique the conceptual components of active learning from the Hegelian (...)
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  31. Bildung, Meaning, and Reasons.Matteo Bianchin - 2012 - Verifiche: Rivista Trimestrale di Scienze Umane 41 (1-3):73-102.
    By endorsing that Bildung is a condition for thought, McDowell explicitly sets out to revive a theme in classical german philosophy. As long as the concept of Bildung is intended to play a role in McDowell’s theory of meaning and reasons, however, it is best understood in the light of its distinctive combination of neo-Fregeanism about content and Wittgensteinianism about rule-following. The Fregean part is there to warrant that reasons are objective, the Wittgensteinian move is to account for (...)
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  32.  57
    Introduction: Bildung and the idea of a liberal education.Lars Løvlie & Paul Standish - 2002 - Journal of Philosophy of Education 36 (3):317–340.
    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.
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  33.  5
    Bildung and the Thinking of Bildung.L. Løvlie, K. P. Mortensen & S. E. Nordenbo - 2002 - Journal of Philosophy of Education 36 (3):341-352.
    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.
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  34. Centered assertion.Stephan Torre - 2010 - Philosophical Studies 150 (1):97-114.
    I suggest a way of extending Stalnaker’s account of assertion to allow for centered content. In formulating his account, Stalnaker takes the content of assertion to be uncentered propositions: entities that are evaluated for truth at a possible world. I argue that the content of assertion is sometimes centered: the content is evaluated for truth at something within a possible world. I consider Andy Egan’s proposal for extending Stalnaker’s account to allow for assertions with centered content. I (...)
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  35. Zur Didaktik Otto Willmanns.Berthold Ebert - 1984 - In Franz Hofmann (ed.), Beiträge zur Geschichte der klassischen bürgerlichen Didaktik. Halle (Saale): Abt. Wissenschaftspublizistik der Martin-Luther-Universität Halle-Wittenberg.
     
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  36. Hermeneutische Didaktik als Theorie und Methodik des unterrichtlich vermittelten Verstehens.Rolf Bernhard Huschke - 1970 - Bochum:
     
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  37.  7
    Didaktik der ästhetischen Erziehung: Ansätze, Materialien, Verfahren.Gunter Otto - 1974 - Braunschweig: Westermann. Edited by Axel Staudte & Günter Wienecke.
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  38.  49
    Bildung and the thinking of bildung.Sven Erik Nordenbo - 2002 - Journal of Philosophy of Education 36 (3):341–352.
    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.
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  39. Artificial Intelligence and Patient-Centered Decision-Making.Jens Christian Bjerring & Jacob Busch - 2020 - Philosophy and Technology 34 (2):349-371.
    Advanced AI systems are rapidly making their way into medical research and practice, and, arguably, it is only a matter of time before they will surpass human practitioners in terms of accuracy, reliability, and knowledge. If this is true, practitioners will have a prima facie epistemic and professional obligation to align their medical verdicts with those of advanced AI systems. However, in light of their complexity, these AI systems will often function as black boxes: the details of their contents, calculations, (...)
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  40.  19
    Teaching at the margin - Didaktik in the sphere of attention.Johannes Rytzler - 2021 - Ethics and Education 16 (1):108-121.
    What is the significance of attentiveness in teaching? A spontaneous answer would be that attentiveness is a crucial aspect in the practice of teaching, because if the students do not pay attention...
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  41.  9
    Bildung und die Grenzen der Erfahrung: Randgänge der Bildungsphilosophie.Christiane Thompson - 2009 - Paderborn: F. Schöningh.
    Rev. version of the author's Habilitationsschrift, Martin-Luther-Universitèat.
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  42. Bildung as democratic opinion and will formation: Habermas beyond Habermas.Asger Sørensen - 2020 - In Torill Strand (ed.), Rethinking Ethical-Political Education. Springer. pp. 137--151.
    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 (...)
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  43. Bildung – A construction of a historyof philosophy of education.Rebekka Horlacher - 2004 - Studies in Philosophy and Education 23 (5):409-426.
    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 (...)
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  44.  11
    Bildung und Gerechtigkeit.Julian Culp - 2020 - Zeitschrift für Philosophische Forschung 74 (2):296-309.
    The article shows the interlacement of political philosophy and philosophy of education by justifying educational justice as central normative ground for analyzing educational policies as well as by defending a democratic conception of educational justice. In order to ground the importance of the concept of educational justice, the article explains the shortcomings of the alternative – functionalist and liberal perfectionist – normative grounds of educational policy. Then, the article develops a democratic conception of educational justice by first of all criticizing (...)
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  45.  5
    Fenomenografisk didaktik.Tomas Kroksmark - 1987 - Göteborg, Sweden: Acta Universitatis Gothoburgensis.
    Udvalgte ideer indenfor didaktikkens historie fra det 17.årh. til idag. Teori for didaktisk forskning, baseret på filosofi og fænomenografi. Anvendelsen af fænomenografisk didaktik.
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  46.  25
    Bildung and Critical Theory in the Face of Postmodern Education.Ilan Gur-ze'ev - 2002 - Journal of the Philosophy of Education 36 (3):391-408.
    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.
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  47. Action-Centered Faith, Doubt, and Rationality.Daniel J. McKaughan - 2016 - Journal of Philosophical Research 41 (9999):71-90.
    Popular discussions of faith often assume that having faith is a form of believing on insufficient evidence and that having faith is therefore in some way rationally defective. Here I offer a characterization of action-centered faith and show that action-centered faith can be both epistemically and practically rational even under a wide variety of subpar evidential circumstances.
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  48.  42
    Introduction: Bildung and the idea of a liberal education.Lars Løvlie & Paul Standish - 2002 - Journal of the Philosophy of Education 36 (3):317-340.
    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.
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  49.  13
    Bildung in Schiller and Fichte: Between Aesthetics and Politics.Quentin Landenne - 2022 - Les Cahiers Philosophiques de Strasbourg 52:147-161.
    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 (...)
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    Patient-centered medicine: transforming the clinical method.Moira A. Stewart, Judith Belle Brown, W. Wayne Weston, Ian R. McWhinney, Carol L. McWilliam & Thomas R. Freeman (eds.) - 2014 - London: Radcliffe Publishing.
    It describes and explains the patient-centered model examining and evaluating qualitative and quantitative research. It comprehensively covers the evolution and the six interactive components of the patient-centered clinical method, taking the reader through the relationships between the patient and doctor and the patient and clinician. All the editors are professors in the Department of Family Medicine at the University of Western Ontario, London, Canada.
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