BILDUNG AS A TENDENCY IN HEGEL’S PHILOSOPHY WITH SPECIAL CONSIDERATION OF NUREMBERG’S PEDAGOGICAL PROJECT
This article intends to connect Hegel’s practical activity as rector of the Egidien Gymnasium (1808-1816) and his formulation of the Philosophical Propadeutic to the Bildung’s philosophical theme, which is developed across his work, not always in an educational context. For that, the meaning of Bild...
| Autor: | |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade de Brasília (UnB) |
| Repositorio: | Pólemos (Brasília) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/46201 |
| Acesso em linha: | https://periodicos.unb.br/index.php/polemos/article/view/46201 |
| Access Level: | acceso abierto |
| Palavra-chave: | Hegel. Pedagogia. Bildung. Educação. Hegel. Pedagogy. Bildung. Education. |
| Resumo: | This article intends to connect Hegel’s practical activity as rector of the Egidien Gymnasium (1808-1816) and his formulation of the Philosophical Propadeutic to the Bildung’s philosophical theme, which is developed across his work, not always in an educational context. For that, the meaning of Bildung shall be analysed in the context of classical German philosophy and the French Revolution, and Nuremberg’s pedagogical work shall be considered in the light of other texts, particularly the Phenomenology of the Spirit, Fragment über das Wesen der Liebe, and Wer denkt abstrakt. |
|---|