Studies in Philosophy and Education 23 (5-6):409-426 (2004)

Abstract
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.
Keywords Bildung  Bildungstheorie  Discourse analysis  Eighteenth century  Johann Gottfried Herder  Anthony Ashley Cooper  Third earl of shaftesbury  reception
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DOI 10.1007/s11217-004-4452-1
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References found in this work BETA

Kalligone.Johann Gottfried Herder - 1800 - Johann Friedrich Hartknoch.
Zur Einführung.[author unknown] - 1914 - Archive for the Psychology of Religion 1 (1):1-9.

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Citations of this work BETA

M. M. Bakhtin and the German Proto-Romantic Tradition.John Cook - 2020 - Studies in East European Thought 72 (1):59-81.
Bildung: Concept, Conception, Ideal.Aleksandar Dobrijevic - 2007 - Filozofija I Društvo 18 (2):101-119.

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