Reclaiming Dialogical Humanism
In face of the danger that contemporary anti-humanisms might feed xenophobia, racism, and neo-fascist nationalisms, the ethical significance of shared humanity is worth affirming. Such affirmations need not displace more particular identities and loyalties, so long as these take forms capable of mut...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge, Taylor and Francis Group
2021
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| In: |
Political theology
Year: 2021, Volume: 22, Issue: 7, Pages: 597-610 |
| Standardized Subjects / Keyword chains: | B
Education
/ Humanism
/ Criticism
|
| RelBib Classification: | NBE Anthropology ZF Education |
| Further subjects: | B
Paul Gilroy
B Alasdair MacIntyre B Tradition B Education B ethical formation B W.E.B. DuBois B Humanism |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a In face of the danger that contemporary anti-humanisms might feed xenophobia, racism, and neo-fascist nationalisms, the ethical significance of shared humanity is worth affirming. Such affirmations need not displace more particular identities and loyalties, so long as these take forms capable of mutual respect and recognition. Late 18th- and early nineteenth-century German reflection on Bildung can be fruitfully engaged toward this task. With deep roots in earlier Christian humanism and the Aristotelian virtue-ethical tradition, the Bildung tradition assumed the political task of forming persons capable of taking an active role in defining the terms of their lives in community. At the same time, this tradition was also complicit in the advancement of white racism and colonialist empire. Why draw water from these poisoned wells? Because we move forward only through open-eyed critique of the past, through naming the injustices and silencings woven through past imaginings of the universally human. | ||
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| STB | 0 | 0 | |a Critique,Critique,Humanisme,Tradition,Rites et cérémonies,Moeurs et coutumes,Éducation,Culture,Culture |
| STC | 0 | 0 | |a Crítica,Crítica,Educación,Humanismo,Tradición |
| STD | 0 | 0 | |a Critica,Critica,Istruzione,Tradizione,Umanesimo |
| STE | 0 | 0 | |a 人文主义,人道主义,人本主义,传统,批评,批判,评论,教育,修养 |
| STF | 0 | 0 | |a 人文主義,人道主義,人本主義,傳統,批評,批判,評論,教育,修養 |
| STG | 0 | 0 | |a Crítica,Crítica,Educação,Humanismo,Tradição |
| STH | 0 | 0 | |a Гуманизм,Критика (мотив),Критика,Образование,Традиция |
| STI | 0 | 0 | |a Ανθρωπισμός,Ουμανισμός,Εκπαίδευση,Παιδεία,Κριτική (μοτίβο),Κριτική,Παράδοση |
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| SYE | 0 | 0 | |a Überlieferung,Rückerinnerung , Education |
| SYG | 0 | 0 | |a Education , Frühhumanismus,Späthumanismus |