|
Showing 1 - 5 of
5 matches in All Departments
Education, Self-consciousness and Social Action reconstructs the
Hegelian concept of education, Bildung, and shows that this concept
could serve as a powerful alternative to current psychologist
notions of learning. Taking a Hegelian perspective, Stojanov claims
that Bildung should be interpreted as growth of mindedness and that
such a growth has two central and interrelated components,
including the development of self-consciousness toward conceptual
self-articulation and the formation of one's capacity for
intelligent social action. The interrelation between the two
central components of education implies that learning is
transformed into education only when it involves the
self-consciousness and the identity of the learner. Since both are
grounded in the ethical beliefs and values of the individual,
transforming learning into education therefore requires that
education also address students' everyday ethical assumptions, as
well as their articulation and conceptualization. This claim has a
number of implications for educational policy and pedagogy; one
being that learning and teaching in schools are educative only if
they have ethical significance for both students and teachers.
Another implication is that the point of departure for educative
teaching becomes the actual, everyday ethical beliefs and
experiences of the students, rather than fixed curricular contents.
Students' encountering with sciences and arts should aim at the
conceptual articulation of those beliefs and experiences - an
articulation which makes individual's rational autonomy and
self-determination possible. Education, Self-consciousness and
Social Action will be of great interest to academics, researchers
and postgraduate students interested in the philosophy of
education. It should also be essential reading for anyone engaged
in the study of Hegel's work.
Education, Self-consciousness and Social Action reconstructs the
Hegelian concept of education, Bildung, and shows that this concept
could serve as a powerful alternative to current psychologist
notions of learning. Taking a Hegelian perspective, Stojanov claims
that Bildung should be interpreted as growth of mindedness and that
such a growth has two central and interrelated components,
including the development of self-consciousness toward conceptual
self-articulation and the formation of one's capacity for
intelligent social action. The interrelation between the two
central components of education implies that learning is
transformed into education only when it involves the
self-consciousness and the identity of the learner. Since both are
grounded in the ethical beliefs and values of the individual,
transforming learning into education therefore requires that
education also address students' everyday ethical assumptions, as
well as their articulation and conceptualization. This claim has a
number of implications for educational policy and pedagogy; one
being that learning and teaching in schools are educative only if
they have ethical significance for both students and teachers.
Another implication is that the point of departure for educative
teaching becomes the actual, everyday ethical beliefs and
experiences of the students, rather than fixed curricular contents.
Students' encountering with sciences and arts should aim at the
conceptual articulation of those beliefs and experiences - an
articulation which makes individual's rational autonomy and
self-determination possible. Education, Self-consciousness and
Social Action will be of great interest to academics, researchers
and postgraduate students interested in the philosophy of
education. It should also be essential reading for anyone engaged
in the study of Hegel's work.
Bildung kann und soll von ihrem Begriff her Populismus
entgegenwirken; die tatsachliche Bildungspraxis begunstigt jedoch
oft seine Verbreitung. Diese Praxis stilisiert vielfach Herkunft
und "kulturelle Identitat" als absolute Faktoren hoch, die
individuelles Handeln und Denken angeblich determinieren. Auf der
Grundlage der bildungsphilosophischen Schriften von Humboldt,
Dewey, Adorno und vor allem Hegel sowie anhand von einschlagigen
Fallbeispielen entwickelt das Buch ein Alternativmodell
institutionalisierter Bildung, das auf die Kultivierung von
autonomer Individualitat durch die begriffliche Selbst-Artikulation
der je einzigartigen Erfahrungen, Anliegen, Ideale und Werte der
Einzelnen ausgerichtet ist. Dieses Model bezweckt die Befahigung
aller Schuler*innen zu demokratischer Partizipation und - damit
verbunden - ihre Immunisierung gegen populistische Ideologien.
|
|