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Education: Education is the process of acquiring knowledge, skills, and values. It helps us to understand the world around us and to make informed decisions. See also Knowledge, Second Nature.
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Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments.

 
Author Concept Summary/Quotes Sources

Hans-Georg Gadamer on Education - Dictionary of Arguments

I 15
Education/"Bildung"/Tradition/Gadamer: The concept of education is the one that most clearly illustrates what kind of It is a profound spiritual change that makes us feel as if we were still living at the same time as Goethe, but on the other hand, we can already reckon with the Baroque era as if it were a prehistoric era. Decisive terms and words with which we are accustomed to work received their imprint at that time, (...).
>Education/Herder
, >Education/Kant.
I 16
Nature/formation/"Bildung": For the content of the word [formation] we are accustomed to, the first important observation is that the older concept of a natural formation of the outward appearance (the formation of the limbs, the well-formed shape) and in general the shape produced by nature (e.g. "mountain formation") has been completely replaced by the new concept.
Classics: Education [formation, "Bildung"] is now closely related to the concept of culture, and is first and foremost the peculiarly human way of developing one's natural abilities and capabilities. Between Kant and Hegel this Herder-induced coinage of our concept is completed.
Kant: does not yet use the word in such a context. He speaks of the "culture" of capability (or "natural disposition"), which as such is an act of freedom of the acting subject.
>Education/Humboldt.
The Latin equivalent of education is "formatio" (...) which corresponds to form and formation in other languages, e.g. English (Shaftesbury). Forma has been used since Aristotelianism of the
Renaissance completely detached from its technical meaning and interpreted in a purely dynamic and natural way. Nevertheless, the victory of the word "education" over "form" does not appear to be accidental.
I 17
The transfer is particularly obvious here, because the result of education is not
It is not produced for technical purposes, but rather develops from the inner process of formation and training and therefore remains in constant further training and education. It is no coincidence that the word education is similar to the Greek physis. Education knows, as little as nature does, about goals beyond its situated goals. It is precisely in this respect that the concept of education exceeds that of the mere cultivation of predetermined dispositions, from which it is derived. Cultivating a disposition is developing something given, so that the practice and maintenance of it is a mere means to an end.
>Education/Hegel, >Generality/Gadamer.

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Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments
The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.

Gadamer I
Hans-Georg Gadamer
Wahrheit und Methode. Grundzüge einer philosophischen Hermeneutik 7. durchgesehene Auflage Tübingen 1960/2010

Gadamer II
H. G. Gadamer
The Relevance of the Beautiful, London 1986
German Edition:
Die Aktualität des Schönen: Kunst als Spiel, Symbol und Fest Stuttgart 1977


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