Dannelsesbegrebets rolle som regulativ ide i teoretisk pædagogik – Dannelsesbegrebet og den pædagogiske forskning

Authors

  • Merete Wiberg Aalborg Universitet

DOI:

https://doi.org/10.7146/spf.v5i1.23242

Keywords:

Dannelse, teoretisk pædagogik, regulative ideer, humanitet, Humboldt, Klafki, Kant

Abstract

In this paper, it will be argued that the concept of ‘Bildung’ has a twofold role in pedagogical research. On the one hand, it holds a position for conceptual analysis and discussions of how a pedagogical relation is established between an individual and the world. In this sense, it belongs to theoretical pedagogics. Humboldt concepts of receptivity and self-determination (Selbstätigkeit) and Klafki’s theory of categorial pedagogy are central contributions to this discussion. On the other hand, the concept of Bildung has a role as a regulative idea due to the ideas and imaginations of various forms of humanity it contains. In this sense, it fulfills an ethical dimension since it is regulative for the pedagogical relationship between individual and world.

Author Biography

Merete Wiberg, Aalborg Universitet

DPU

References

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Published

2016-11-28

How to Cite

Wiberg, M. (2016). Dannelsesbegrebets rolle som regulativ ide i teoretisk pædagogik – Dannelsesbegrebet og den pædagogiske forskning. Studier I Pædagogisk Filosofi, 5(1), 81–95. https://doi.org/10.7146/spf.v5i1.23242

Issue

Vol. 5 No. 1 (2016): Pædagogik, normativitet og videnskab

Section

Temaartikler

License

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