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ERIC Number: ED339620
Record Type: RIE
Publication Date: 1990
Pages: 19
Abstractor: N/A
Reference Count: N/A
From Curriculum to Bildung (Some Preliminary Considerations).
Hamilton, David
There exists a longstanding split in European educational thought. Schooling and higher education in the English-speaking world are dominated by the idea of curriculum; whereas in Germany, Scandinavia, and Eastern Europe the intellectual work of students is shaped by the concept of Bildung (students are expected to be self-directed in their choice and pursuit of studies). An exploration of the history of these educational differences is important to understanding the issues presented by potential social and economic, even intellectual union, among the nations of Europe. The paper seeks to bridge the conceptual and historical gulf that divides curriculum from Bildung. First, it recounts the 16th and 17th century circumstances that surrounded the emergence of the curriculum idea. Secondly, it examines the role of 17th century figures, like J. A. Comenius, in the gradual substitution of Bildung for curriculum. Finally, it focuses on the elements of pietist and enlightenment thought that nourished the Bildung concept in 18th century Germany. A 24-item list of references is included. (DB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Bildung (Concept); Comenius (Johann Amos); Europe; Germany
Note: A version of this paper was presented at the International Standing Conference for the History of Education (12th, Prague, Czechoslovakia, August 23-26, 1990).