Democracy and Bildung/Erziehung--Towards a Universal Theory of Education

Autor/inn/en	Bellmann, Johannes; Su, Hanno
Titel	Democracy and Bildung/Erziehung--Towards a Universal Theory of Education
Quelle	In: Education Sciences, 7 (2017), Artikel 5 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Democracy; Educational Philosophy; Educational Theories; Foreign Countries; Informal Education; Academic Education; Germany + Suchen Sie Ihr Suchwort? Demokratie; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Ausland; Informelle Bildung; Nichtformale Bildung; Akademische Bildung; Deutschland
Abstract	Dewey's "Democracy and Education" is re-read as an attempt to develop a universal theory of education that, on the one hand, gives the broadest, most general view on education and, on the other hand, contextualizes every observation by binding it to the assumed perspective. Dewey's broad concept of education encompasses two dimensions that in the German discourse are usually connected to the distinction of "Erziehung" and "Bildung." In its first dimension, it avoids a widespread "scholastic" view of education by focusing not only on formal but also on informal education. In its second dimension, it also avoids a widespread individualistic view on education by referring not only to growth of the individual, but also to growth of the social setting (democracy) on the whole. This outlook allows for investigating and reflecting any subject matter with respect to its educational aspects--including the process of theorizing itself. This reflective turn of theorizing education has consequences for the understanding of education as an academic field. A universal theory of education is at odds both with a disciplinary approach and the idea of education as an applied field for foundational disciplines. At the same time, it has the potential to reconnect to both configurations of the academic field if these configurations are understood slightly different than today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01