[PDF] Thomas Rucker Political Bildung in the Context of Discipline

View - Download Thomas Rucker Political Bildung in the Context of Discipline

Previous PDF

Next PDF

JournalofSocialScienceEducation

Volume13,Number1,Spring2014 DOI10.2390/jsseͲv14Ͳi1Ͳ1276

ThomasRucker

guidance, setting. thepoliticalrelationshiptose t contributiontopoliticalBildung,thetwo

Keywords:

character

1Introduction

JohannGottliebFichte(1762Ͳ18

14 ) inJena,heworkedas a professor inadequatereferencepointfored uc ationalthoughtand thenotionthatthe"oneandthewholeworkof In inwhichheurgesthescienceofeducationtouse

Herbart

hasbeenconsideredthefoundingfatherofthe scienceofed ucation. at

Winkler19

98).Inthenineteenthcentury,Herbartianism

international impact,ashasbeenshownbynumerous studies onitsreceptioninawidevarietyofcountries, includi (seeEnglish2007;Prange2006).

Inthenineteenthandtwentieth centuries,Herbartwas

attentio ntoday,mostnotablyinRussia(Zajakin2004,

Austria(Hopfner,Gerdenitsch

2009),Italy(Moro2006;

(Siljander

2012),Japan(Dobashi,Marsal2007;Suzuki

therehasbeenarenewedinterestinHerbart's

Bandomir

2001).

Dr.

ThomasRucker

UniversityofBern

InstituteofEducationalScience

GeneralandHistoricalEducationalScience

Fabrikstrasse8

3012Bern

Email :thomas.rucker@edu.unibe.ch

Volume13,Number1,Spring2014 ISSN1618-5293

12 out thathewouldnothavedevelopedhisgroundͲ 19 advance scientificdiscipline.

InordertobringtheworkofHerbartandhi

s successors into aproductivedialoguewithcurrentdebatesand themfurtherwithaviewtocurrentandfuture challenges. 2 situationofpe rspectivity typicalofmodernsocieties.To here willbeonwhatHerbartseesasthepurposeof interest,orme n 'spoliticalrelationshiptoselfandthe

Bildung"withintheframeworkofHerbart'sed

uc ational thinking(section5). situationofperspectivity

Modernsocietiesaredefinedbyanirreducible

determineandsingleouttheone"right situation uncertainty(Haltlosigkeit), inwhichtheysearchfororientation. 2.1

Worldsoforientation

Modernsocietyconsistsofamultiplicityof

business,et hics,education,politics,etc.

Everycontextisgovernedbyconstitutiveand

themselves. personwhogoesbytheconstitutiverulesofan economiccont ext, takesaneconomicperspectiveonan The thatwouldnotbevisiblefro madifferentperspective. 3 2.2

Differend

prescribed.

Peopleareinsteadgiventheopportunityto

theexistinglaws,inwhosemakingtheyinturn citizensofastatearenotjus t theaddresseesofthelaw

Volume13,Number1,Spring2014 ISSN1618-5293

13 perspectives. The perspective,therebyidentifyi n gallotherperspectivesas forlackofaruleofjudgmentapplicabletoboth arguments"(L yotard1988,xi).Todisentanglethewebof confro "right"ruleoforientationarisesanew. 4 2.3

Uncertainty

perspectives.

Everydecisiontakenprecludesalternatives

thatwouldalsohavebeenpossible(seeBerger,

Luckmann

1996).

a situationofperspectivit yoperateinastateof meanthatpeopleinmodernsocietyarenolonger simultaneously valid.Asaresult,therearenolongerany rulesinmodernsocietythatprovideallpe ople withsafe collective lives,butforwhichtherecanbenodefinitive solution. 2. 4

Searchfororientation

everͲchan gingenvironment.Sincewedonotknowfor a "certainty"(Halt,literally:(fo o t)hold,support)servesasa challengedfromadifferentperspective. 3"Man y Ͳsidednessofinterest"

Herbart

moralguida nce.Disciplineperformsthefunctionof neighbor andreturnherattentiontowhat'sgoingonin class.Inthissense,disciplinehelpsmakei n structionand ownopinionswiththeaidofathirdfa ctor-forexample, newspaper. usedbyHer bart individualstakeupapositioninrelationtoth eir individual

1810/1964,76).

d capableofassessingissuesinaninterplayof perspectives. Durin

Herbart,

"oughttomultiply(...)theperson"(Herbart

Volume13,Number1,Spring2014 ISSN1618-5293

14 take, forexample,theissueofabortion,wecan definesmanyͲsidednessasafeatur e ofissues. (Herbart1913,175). 5 collective liveswithinthecontextofmanyanddiverse perspectives. "InterestmeansselfͲactivity.Thedemand manyͲsidedselfͲactivity"(He r bart1841/1913,60).SelfͲ sidednessno tonlyasafeatureofanissue,butalsoasa

Herbart

"humantrait"(ibid.). ofthought"(Herbart1806/1908,100).The"cir cle of anddevelopsrulesoforientation. beco me problematic "politics."Stati ngthat"theconflictingclaimsofhumanity follows: affections ofmanymenfromtheindividuals,itcan seek distributethi sinterestinthoughtamongstthe bid.,

134ff.).

Herbart

heredefinespoliticalinterestas"social world,butonl ythecollectivelifewhereproblemshave constitute problemshavearisen.

Politics

collective lifethathasbecomeproblematic:"Thestate maybeOn e, butitisaunityoftheinteractionofasmany not limitedtothestate.ForHerbart,theobjectof political

Bildungisnotjustpoliticswithin,butalso

The 134).

Thisspirit"giveslaws"(ibid.,13

5) andthusserves,at collective lifebasedoncollectivelysharedrulesof orientation.

Inastateofdisorder,itisnecessaryfor

restoreordertopeo ple'scollectivelife.Since,ina

Volume13,Number1,Spring2014 ISSN1618-5293

15

1838/1964,31).

6 mediaofpoliticalBildung?

5PoliticalBildung

indirectco ntri butiontopoliticalBildung,thetwolatter serve servestocreat eorder.Toputitsuccinctly:"Bildungand

1814/1964,166).

Herbart

encompassestheproc essbywhichlearnersselfͲ ideas.Inthisse n se,menarenotformed(gebildet),but anactivepartintheirBildung. andmoralguidance: political inde terminacyand perspectives, asanopenprocess, rulesoforientationinaninterplaybetween hand ofcharacter. 5.1

Indeterminacy

instructionandmoralguidanceisbasedonthe anthropologicalconditionofthepolitical nature nature. 7

Menarenotdeterminedbynaturetofollow

determinedbynature.Me n'spoliticalindeterminacyand 5.2

Ignoranceofrule

rulesinthesituationofpers pectivitywhichistypicalof y can "actual"politicalposition.

Giventhatwedonotknowthe"right"political

political

Bildun

gforHerbartisratheraprocessopento thefuture. 5.3

Openness

political ofourstates"(Her bart 1919,515).Rather,"right responsibility.Whe nalearnertakesonthistask,hewill allowshumans"togetonwiththeworldand themselves"(Herbart18

06 /1908,258)intheirownway.

Volume13,Number1,Spring2014 ISSN1618-5293

16 orientationofferedbytheworldofpolitics.

Political

Bildungthusdevelopsadynamismthatisopen

thatpoliticalBildungisno tgearedtowardsrulesof political orientationthataredeterminedapriori.What andreflectiononpoliticalissues. 5.4

Interplay

Herbart

describesanindividual'seducational a political accor d

Herbart

describesreflectionasan"innerworld"where theyhaveacquiredthroughconcentration. themselveswhatrulesofpoli ticalorientationtheydeem essentialwhilealsoremainingopentofuture transformations oftheirpoliticalpointofview.The owncircleofthought:"Thathemaybefre e fromhis thought,heentersthesphereofotheropposing present a futuredisrupti ons. 5.5 "WelfareoftheWhole" framework ofthedifferencebetween"good"and"bad." welfare ofthewhole"(He rbart1806/1908,134).For

Herbart,

the"welfareofthewhole"definesasuccessful framework forthejudgments,actions,and whichhecallstheideasof the"le galsociety," the"systemofrewardsandpunishments," the"systemofadministration,"quotesdbs_dbs14.pdfusesText_20

[PDF] Johann Heinrich Lambert

[PDF] Johann Heinrich Lambert Mathematiker, Physiker Astronom - France

[PDF] Johann Heinrich PESTALOZZI (1746 - Gestion De Projet

[PDF] johann Lissowski avocat boursier - Le Marché Libre: un accès à la

[PDF] Johann LOUARN

[PDF] Johann Nestroy Die schlimmen Buben in der Schule

[PDF] Johann Pachelbel Kanon und Gigue

[PDF] Johann Sebastian - Concert Classique

[PDF] Johann Sebastian Bach (1685-1750 - Saints Des Derniers Jours

[PDF] Johann Sebastian Bach (1685-1750) COMPLETE CANTATAS - Anciens Et Réunions

[PDF] Johann Sebastian BACH BWV 998 - Anciens Et Réunions

[PDF] Johann Sebastian Bach et le motet - Automatisation

[PDF] Johann Sebastian Bach et ses fils - Garderie Et Préscolaire

[PDF] Johann Sebastian BACH FUGUE BWV 1000 - Anciens Et Réunions

[PDF] Johann Sebastian Bach Messe Luthérienne BWV 236 - Cadeaux