In the light of the modern idea of a sovereign and self‐transparent subject, the paper evaluates the philosophical and ethical relevance of Bildung. As a first step, (the early) Nietzsche's and Adorno's criticism of Bildung is explicated, a criticism based upon the thinkers' critical stance towards the modern epistemological relation of subject and object. However, neither thinker abandons the concept of Bildung. The second part of the paper accordingly reconstructs Nietzsche's and Adorno's adherence to Bildung understood as a different relationship of subject and object within Bildung. In the paper's concluding reflections there is an attempt to assess the systematic educational consequences, and to shed light on the ethical relevance, of a non‐transparent subject of Bildung.
In this essay Christiane Thompson discusses the systematic outcomes of Theodor Adorno's philosophical work for a reworked theory of Bildung (an important term in the German tradition of philosophy and history of education). In his essay “Theory of Halbbildung,” Adorno revealed the inevitable failure of Bildung, on the one hand, and the necessity of Bildung (in view of a critique of society), on the other. After having exposed this contradiction, Thompson seeks to analyze Bildung's systematic role by turning to Adorno's reflections on art and metaphysics. Adorno's concept of aesthetic experience hints at the possibility of a more genuine approach to Bildung and culture, one that makes the borders of our experience visible and, as a result, suggests a different relation to ourselves and to the world. She concludes by examining the critical dimensions of this different Bildung as well as its pedagogical relevance.
In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson to rethink the significance of pedagogical relations in the second part of the essay. Referring to the notion of ''educational authority'' and Foucault's framework of power, Thompson argues that education is about the continuous re-institution of pedagogical relation to the other. In the final section, Thompson reflects upon the professor's ''authority'' in terms of constituting a ''community of inquiry'': specifically, the seminar is interpreted as a pedagogical setting that implies a different ''being-with'' than SET suggests. She concludes by considering what possibilities and limitations the seminar setting offers and how we can discuss this issue (by means of evaluative practice).4. This request was made by Jürgen Zöllner, the former minister of education in Berlin. See Jochen . Her primary areas of scholarship are philosophy of education, cultural research of Bildung, and education and power.
Unter Rückgri f auf klassische wie gegenwärtige Erfahrungskonzeptionen nimmt die vorliegende Studie die Provokation einer unmöglichen Identität mit sich selbst in das Bildungsdenken auf und benennt Anschlüsse für eine kulturwissenschaftliche Bildungsforschung. Gegen die heute dominante Steigerungs-und Vermessungslogik von Bildung lässt sich fragen, inwiefern 'Bildung' das Subjekt mit einem unproblematischen Selbstbezug ausstattet. Die klassische Bildungstheorie verweist an dieser Stelle nicht auf kumulative Erfahrungsverläufe, sondern auf Vorgänge, die das Subjekt an die Grenzen seiner Erfahrung und Erfahrungsfähigkeit führen. Nach Adorno machen diese Grenzen eine Fremdheit von Selbst und Welt grei ar, die nicht im Sinne eines Kom-petenzerwerbs überwunden werden können. Foucault spricht gar von einer Au ösung des Subjekts in der Grenzerfahrung. Dies legt nahe, die Kategorie der Bildung als Sensor für 'Di ferenz' in der Analyse von Subjektivierungsprozessen einzusetzen. For more information see brill.com
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