A Tradição Alemã do Cultivo de si (Bildung) e sua Significação Histórica

Abstract

The German Tradition of Self-Cultivation (Bil dung) and its Historical Meaning. This article aims at analysing the historical meaning of the German ideal of self-cultivation (Bildung), considering its different uses and interpretations over time. Based on the historical semantics of Reinhart Koselleck and the bibliography on the subject, it reconstructs the core transformations in its semantic structure from the beginnings in the late Middle Ages to its institutionalization in the German school system in the nineteenth century. The development of the ideal of Bildung in Germany is characterised by the tension between its function as means of integration through education and its function as instrument of social distinction. The reflexion on this educational ideal is presented as a counterpoint to some of the contemporary educational practices, based on the imperatives of the market and the neoliberal management of human capital.

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“…"The State must wholly refrain from every attempt to operate directly or indirectly on the morals and character of the nation otherwise than as such a policy may become inevitable as a natural consequence of its other absolutely necessary measures; and that everything calculated to promote such a design, and particularly all special supervision of education, religion, sumptuary laws, etc., lies wholly outside the limits of its legitimate activity " (Von Humboldt, 1854, p. 113) Alves (2019) underlines that to grasp the Bildung ideal understanding is needed for the German society, its development and response to the modernisation process in the 18 th century. Von Humboldt (1767Humboldt ( -1835 lived in a Germany that consisted of a "patchwork of small autonomous principalities, marked by a rigid social stratification and by the small despotism that left no room for individual initiative and stifled cultural creation" (Alves, 2019, p. 7).…”

“…This educational view reflected the ideals of genuine and objective understanding instead of external reasons and utilitarian purposes. After Napoleon defeated Prussia in 1807, the Bildung ideal found a favourable opportunity to realise a series of reforms (Alves, 2019).…”

“…Indeed, the Bildung underwent "an important change in the semantic structure of the ideal of self-cultivation occurs after the Restoration period (1815-1848)" (Alves, 2019, p. 10). Von Humboldt's measures were used during the Restoration to expand the state influence on the school system to control society and to curb political expression against the government (Alves, 2019).…”

“…Rousseau's philosophies are associated with the abovementioned Swiss pedagogue Johan Heinrich Pestalozzi (1746-1827), whose pedagogy was adopted by Von Humboldt to operationalise Bildung (Alves, 2019;Meyer, 1939). Moreover, Rousseau inspired many others such as the Italian pedagogue, medical doctor Maria Montessori (1870Montessori ( -1952, the German pedagogue Friedrich Fröbel (1782-1852), the Dutch teacher and educational innovator Jan Ligthart , the co-founder of the progressive education movement, the Swiss educator Adolphe Ferrière and the influential US-educational philosopher John Dewey (1859-1952) (Meyer, 1939).…”

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“…Para desarrollar este análisis, comienzo por reconstruir con brevedad las principales transformaciones de la universidad moderna desde su advenimiento con la fundación de la Universidad de Berlín por Wilhelm von Humboldt, en 1810, que creó el modelo de la universidad de investigación. La idea central que llevó a la fundación de la universidad de Berlín es la de Bildung como formación integral del ser humano (Alves, 2019;Assmann, 1994;Bollenbeck, 2012;Vierhaus, 2004). Bildung es la formación de la totalidad de la persona humana como fin en sí mismo.…”