Studies in Philosophy and Education 32 (5):515-532 (2013)

Both in formal situations and in many, often unpredictable informal situations —adults come close to children. Whether we intend it or not, we continually give them examples of what it is to live as a human being, and thereby we have a pedagogical responsibility. I sketch what it could mean to let ourselves “be built up”, in a Kierkegaardian sense, on the foundation of unconditional love, presupposing that this love is possible for all human beings. Kierkegaard’s Upbuilding discourses invite each reader to engage in a dialogue with the possibilities in the text. Thereby the reader may become aware of his or her present situation in life and see possible alternatives. These discourses or “talks” exemplify a manner of indirect communication which perhaps may be transferred to encounters with works of art in general: How could I let examples in literature, pictures, films and music invite and challenge me—to ask myself who I am right now and who I ought to be? My aim is to present an alternative to the instrumental advices that adults are given today. I attempt to clarify the leading concept “upbuilding examples”, sketch the difference between upbuilding, education and Bildung, refer to works of art that seem to have upbuilding possibilities, and consider why upbuilding examples should be studied and how they could be studied in small self-governed groups of adults.
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DOI 10.1007/s11217-012-9327-2
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Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
Experience and Education.John Dewey - 1938 - Kappa Delta Pi.
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.

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