Exploring the ethics of agency through the lens of Bildung
Experiencing something of a renaissance, the German pedagogical idea Bildung' has recently been reconsidered for contemporary education. Historically proposed by von Humboldt, Bildung's interplay represents a relational movement between a learner and the world that aims for personal freed...
| Publié dans: | International journal of children's spirituality |
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| Auteur principal: | |
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
[2017]
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| Dans: |
International journal of children's spirituality
Année: 2017, Volume: 22, Numéro: 3/4, Pages: 317-328 |
| RelBib Classification: | AG Vie religieuse CB Spiritualité chrétienne NCA Éthique VA Philosophie ZF Pédagogie |
| Sujets non-standardisés: | B
Ethics
B Agency B Education B Éducation B Repetition |
| Accès en ligne: |
Volltext (Verlag) |
| Résumé: | Experiencing something of a renaissance, the German pedagogical idea Bildung' has recently been reconsidered for contemporary education. Historically proposed by von Humboldt, Bildung's interplay represents a relational movement between a learner and the world that aims for personal freedom and growth. It is also identified as a means by which learners might become aware of their personal capacity to develop responses to daily experiences. Thus, it attends to agency and has resonance with children's spirituality. Whilst such a notion of learning might be promoted as an alternative to a functionalistic educational paradigm, this paper highlights ethical concerns regarding pedagogical freedom. It highlights philosophically the illusion of freedom and considers critically the place of power in learner-led methods. Finally, the paper proposes how a nuanced, Kierkegaardian application of Bildung might address the ethical concerns raised and proposes how a re-considered understanding of the notion might be valuable for education today. |
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| ISSN: | 1469-8455 |
| Contient: | Enthalten in: International journal of children's spirituality
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| Persistent identifiers: | DOI: 10.1080/1364436X.2017.1377689 |