From Immanuel Kant to Johann Gottlieb Fichte – Concept of Education and German Idealism

Kivelä, Ari

doi:10.1007/978-94-6209-031-6_5

Cited by 10 publications

(4 citation statements)

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“…The German idea of Bildung Schwenk (1996) points out two historical traditions of the modern concept of Bildung: the cultura animi (spiritual cultivation/refining of the soul) idea from antique Hellenism and the Christian doctrine of Imago Dei (God's image) (Siljander & Sutinen, 2012, p. 3). Since the Enlightenment Bildung became associated with the expansion of individual's rational autonomy through the cultivation of reasoning (Kivelä, 2012). According to Siljander and Sutinen (2012, pp.…”

Section: The Idea Of Bildungmentioning

confidence: 99%

“…The dualistic worldview Underpinning the concept of Bildung is a dualistic worldview (Wills, 2017, p. 317), which epistemologically understands the world through an opposed duality: I and non-I (von Humboldt, 2000). According to German thinkers, including Kant, Fichte, and von Humboldt, it is through the interplay between I and the other that 'I' further develops and perfects him/herself (Kivelä, 2012;Wills, 2017). The ultimate aim is for I to become a rational autonomous individual in social settings.…”

Section: The Idea Of Bildungmentioning

confidence: 99%

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Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung

Yang

2021

High Educ

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Higher education has long established primary importance to the formation of students, manifest in ideas such as Confucian xiushen (self-cultivation) and Bildung. However, despite the shared focus on the idea of humans becoming humans, xiushen and Bildung are built on divergent philosophical traditions. The divergence has led to varied practice in individual formation. This paper conceptually explores, compares, and searches for potential combination of the ideas of xiushen and Bildung in higher education. As such, it provides new insights into student formation in higher education. Specifically, it is argued that the best situation for individual formation is when individual agency is harmonised with the external environment. This points to two essential considerations for student formation in higher education: students’ agency and the necessary support from society and higher education institutions.

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Section: The Idea Of Bildungmentioning

confidence: 99%

Section: The Idea Of Bildungmentioning

confidence: 99%

Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung

Yang

2021

High Educ

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“…Bildung 19 is realised in a social dimension. As Kivelä (2012) summarises, there are different characteristics of Bildung distinguished in Fichte's texts: it is an indefinite process and it does not regard events but the development of human capacities and reason. Moreover, it is guided by the idea of harmony, that has to be realised through our actions in the world, embodied in the mutual and reciprocal relations between individuals who help each other to develop their talents (Kivelä 2012).…”

Section: The Guide Of the Human Racementioning

confidence: 99%

“…As Kivelä (2012) summarises, there are different characteristics of Bildung distinguished in Fichte's texts: it is an indefinite process and it does not regard events but the development of human capacities and reason. Moreover, it is guided by the idea of harmony, that has to be realised through our actions in the world, embodied in the mutual and reciprocal relations between individuals who help each other to develop their talents (Kivelä 2012). This reciprocal dynamic in which education consists is described by the distinction between the communicative and the receptive impulse: the former drives us to impart the knowledge we possess, while the latter regards the receptive capacity to embrace the culture we are scarce in, with the help of others 20 .…”

Section: The Guide Of the Human Racementioning

confidence: 99%

The Humble Reason. On Education in Kant and Fichte

Scaglia

2021

eip

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In this paper I will focus on education as the core function of reason in Kant and Fichte. The notion of reason carries an intrinsic tendency to universality, which is difficult to be reconciled with its local (cultural, historical, anthropological) background and actualisation. I believe that the stress on the importance of learning, which can be seen in the works of both Kant and Fichte, might provide useful clues to approaching the relation between universality and particularity. I will start by focusing on Kant’s narration on the genealogy of human reason in the Conjectural Beginning of Human History, and then move on to the critical writings and selected lectures in order to focus on the role of human dignity and ethical education for the moral appraisal and the practice of virtue. Later, I will consider Fichte’s lectures on the Vocation of the Scholar, the Vocation of Man and The Characteristics of the Present Age, which are crucial to understanding the social, ethical and political role of the scholar. For Fichte, education is the best instrument to eradicate selfishness, regarded as a historical phenomenon which can lead a nation to ruin. I will then provide some conclusions concerning the two accounts and their implications.

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Antecedents of Student Self-Formation in Social Theory and Educational Philosophy: What Do They Tell Us About Structure and Agency?

Marginson

2023

Palgrave Studies in Global Higher Education

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From Immanuel Kant to Johann Gottlieb Fichte – Concept of Education and German Idealism

Cited by 10 publications

References 10 publications

Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung

Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung

The Humble Reason. On Education in Kant and Fichte

Antecedents of Student Self-Formation in Social Theory and Educational Philosophy: What Do They Tell Us About Structure and Agency?

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