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ERIC Number: EJ981040
Record Type: Journal
Publication Date: 2003-Apr
Pages: 11
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0013-1857
"Bildung" and Radical Plurality: Towards a Redefinition of "Bildung" with Reference to J.-F. Lyotard
Koller, Hans-Christoph
Educational Philosophy and Theory, v35 n2 p155-165 Apr 2003
In spite of its numerous critics the concept "Bildung" is still one of the most important categories within the German speaking discussion on questions of education, learning and teaching. Apart from multiple differences there is a relatively great agreement in considering this concept as an irreplaceable category for educational science. For some time now the concept of "Bildung" has however been confronted with a new challenge that calls into question not only the traditional version of this term but also its categorial function within educational science. In order to clarify which consequences for the theory of "Bildung" result from the postmodern challenge of radical plurality it is first of all necessary to render more precisely what postmodern plurality means. Because of the numerous and puzzling ideas on this subject, it is preferable to reconstruct the notion of plurality in relation to "one" concept of postmodern plurality. One of the most influential and at the same time one of the most elaborated theories of this kind is the work of J.-F. Lyotard. The article explores the consequences resulting from Lyotard's concept of postmodernity for the theory of "Bildung". Beginning with a short reconstruction of his diagnosis of the present time in "The Postmodern Condition" and its philosophical elaboration in "The Differend" (part 1) it will try to develop a concept of Bildung according to the demands of radical plurality in Lyotard's sense (part 2). (Contains 6 notes.)
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany