The Subject‐Object Transformations and ‘Bildung’

Educational Philosophy and Theory 44 (3):302-311 (2012)

Abstract
Bildung, a German pedagogical term with the sense of ‘educating oneself’, refers to some of the most complex human activities. It is constitutive for human existence, because it is related to the characteristic of meaning. Because of the great relevance of Bildung for people, education is essential for furthering it. The two purposes of this contribution are: i. to examine the structure of one main process component of Bildung, namely the process of designing an image of the changes to be furthered in the educand, and ii. to explain this process component of Bildung. This process is theoretically structured as a subject‐object transformation, and the attempt is made to explain this from an idealistic perspective. Building upon this foundation, the article shows how the process of designing an image for Bildung can be furthered educationally.
Keywords Bildung  designing image of the self  self‐objectivation  subject‐object transformation  self‐awareness  self‐development
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DOI 10.1111/epat.2012.44.issue-3
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References found in this work BETA

Special Issue on Bildung.L. Løvlie, K. P. Mortensen & S. E. Nordenbo - 2002 - Journal of Philosophy of Education 36 (3).
Bildung and Critical Theory in the Face of Postmodern Education.Ilan Gur–ze'ev - 2002 - Journal of Philosophy of Education 36 (3):391–408.
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.
The Double Call: On Bildung in a Literary and Reflective Perspective.Klaus Peter Mortensen - 2002 - Journal of Philosophy of Education 36 (3):437–456.

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