F.D.E. Schleiermacher's outlines of the art of education: a translation & discussion
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; Berlin ; Brussels ; Lausanne ; Oxford
Peter Lang
[2023]
|
| Schriftenreihe: | Paedagogica
vol. 2 |
| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | x, 220 Seiten Illustrationen |
| ISBN: | 9781433193880 9781433193873 |
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Datensatz im Suchindex
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Tubie of Contents List of Illustrations Acknowledgments Translators’ Introduction Norm Friesen and Karsten Kenklies 1. Friedrich Daniel Ernst Schleiermacher, 1768-1834 2. Provenance and Publication of the Lecture 3. Schleiermacher’s Introductory Lecture: Overview 4. Schleiermacher’s Terminology 5. Schleiermacher’s Dialectical Style 6. Individual Chapters 7. Conclusion References Outlines of the Art of Education: Introduction F.D.E. Schleiermacher 1. Common View: Technique of Domestic Tutor and School Teacher 2. Foundation of a Scientific Inquiry 3. The Dignity of Pedagogy Presented in Formal Terms; Seen in Itself as a Theory of an Art 4. Considered in Relation to Politics 5. Defining Our Task Further 6. Inner and Outer Questions 7. The Extreme of the Omnipotence of Education 8. [The Impotence or Limitations of Education] 9. [Omnipotence versus Self-Activity] 10. Universally Valid Pedagogy xi xiii 1 2 3 4 8 14 16 18 19 21 21 24 24 27 29 30 35 36 36 37
viii Table of Contents What Form Should Our Theory Have? Factual Foundations Sphere of the Applicability of Pedagogy Defining the End Point of Education for the Present Time How to Consider Contradictions between the Different Realms of Life? 16. The Significance of Our Theory 17. Universal and Individual Education 18. Are People Equal or Unequal in Relation to the Universal and Individual Direction of Education? 54 19. Equality or Inequality with Regard to the Universal Direction [of Education]? 55 20. What Would Be Implied for Our Task By 20.1. Presupposing the Equality [of All People with Regard to Both Directions of Education]? 20.2. Presupposing the Inequality [of All People with Regard to Both Directions of Education]? 21. The Task of Education Insofar as It Must Proceed from Existing Inequality 61 22. Equality or Inequality with Regard to the Individual Direction [of Education] 65 23. Is One Allowed toSacrifice OneMoment for Another? 24. To What Extent Do All the Different Pedagogical Influences Form a Unity? 25. How Do Supportingand Counteracting Relate toOne Another? 26. How Do the Two Forms of Education [Support and Counteraction] Relate to the Other Factors That [Externally] Influence the Child? 27. Who Should Educate? 28. If and to What Extent Is Education the Same for Both Sexes? 11. 12. 13. 14. 15. 37 38 40 47 47 50 52 56 56 57 66 72 75 78 80 83 Interpretations and Discussion 87 1. Schleiermacher^ Pedagogy: A Thematic Commentary Michael Winkler 1. Education as Wissenschaft 2. The “Rationality” of Pedagogy 3. The Development of Schleiermacher’s Ideas in the
1813-1814 Lecture 4. 1826: Educational Theory Comes of Age 5. Positioning Pedagogy as a Discipline 89 91 92 94 97 100
Table of Contents 5.1 First Perspective: The Historical 5.2 Second Perspective: Pedagogy’s Relation to Other Disciplines 5.3 Third Perspective: Theory in Itself 6. From Theory to Practice 7. Schleiermacher and Our “Non-GeneticHeritage” 8. Receptivity, Spontaneity and Self-Activity 9. Education as Support 10. Sociality and Subjectivity 11. Conclusion: Dreams and Limitations References 2. The Educational Awareness of the Future David Lewin 1. What Does It Mean to BeOriented to the Future? 2. Are We All Interested in the Future? 3. Becoming Concerned 4. Be in the Now 5. Conclusion References ix 101 101 102 103 106 109 111 113 115 116 119 119 124 127 131 134 135 3. Entering the Circle. Schleiermacher and the Rise of Modern Education Studies 139 Karsten Kenklies 1. Introduction: First Sentences 139 2. Theoretical Considerations: The Hermeneutic Foundation of the Circle 140 2.1. The Possibility of Publicly Talking and Theorizing about Education 143 2.2. The Assumption of Successful Communication about Education 145 2.3. The Limitations of Publicly Talking and Theorizing about Education 145 2.4. The Beginning and Goal of Reflecting on Education 148 2.5. The Purposeof Reflecting 149 3. Practical Considerations: The Enacting of the Circle 151 4. Epilogue: Education Studies as Hermeneutic Academic Discipline 154 References 155 4. Schleiermacher’s Educational Theory in the Context of the Debate on Vocational versus Liberal Education 157 Rebekka Horlacher
X 1. School Reforms in Prussia 2. Schleiermacher and NationalEducation 3. Vocational or Liberal Education? 4. Conclusion References Table of Contents 159 163 167 171 173 5. Accentuate the Negative: Schleiermacher’s Dialectic 177 Norm Friesen 1. The Basic Characteristics of Schleiermacher’s Dialectic 179 2. Dialectic as Style 182 3. Dialectic as Process 186 3.1. Schleiermacher’s Method: A Close Reading 187 3.2. Schleiermacher’s Methodology 193 4. Dialectic as Structure 203 5. Conclusion: The Dialectical Character of Educational Reflection 209 References 211 Contributors 213 Index 217 |
| adam_txt |
Tubie of Contents List of Illustrations Acknowledgments Translators’ Introduction Norm Friesen and Karsten Kenklies 1. Friedrich Daniel Ernst Schleiermacher, 1768-1834 2. Provenance and Publication of the Lecture 3. Schleiermacher’s Introductory Lecture: Overview 4. Schleiermacher’s Terminology 5. Schleiermacher’s Dialectical Style 6. Individual Chapters 7. Conclusion References Outlines of the Art of Education: Introduction F.D.E. Schleiermacher 1. Common View: Technique of Domestic Tutor and School Teacher 2. Foundation of a Scientific Inquiry 3. The Dignity of Pedagogy Presented in Formal Terms; Seen in Itself as a Theory of an Art 4. Considered in Relation to Politics 5. Defining Our Task Further 6. Inner and Outer Questions 7. The Extreme of the Omnipotence of Education 8. [The Impotence or Limitations of Education] 9. [Omnipotence versus Self-Activity] 10. Universally Valid Pedagogy xi xiii 1 2 3 4 8 14 16 18 19 21 21 24 24 27 29 30 35 36 36 37
viii Table of Contents What Form Should Our Theory Have? Factual Foundations Sphere of the Applicability of Pedagogy Defining the End Point of Education for the Present Time How to Consider Contradictions between the Different Realms of Life? 16. The Significance of Our Theory 17. Universal and Individual Education 18. Are People Equal or Unequal in Relation to the Universal and Individual Direction of Education? 54 19. Equality or Inequality with Regard to the Universal Direction [of Education]? 55 20. What Would Be Implied for Our Task By 20.1. Presupposing the Equality [of All People with Regard to Both Directions of Education]? 20.2. Presupposing the Inequality [of All People with Regard to Both Directions of Education]? 21. The Task of Education Insofar as It Must Proceed from Existing Inequality 61 22. Equality or Inequality with Regard to the Individual Direction [of Education] 65 23. Is One Allowed toSacrifice OneMoment for Another? 24. To What Extent Do All the Different Pedagogical Influences Form a Unity? 25. How Do Supportingand Counteracting Relate toOne Another? 26. How Do the Two Forms of Education [Support and Counteraction] Relate to the Other Factors That [Externally] Influence the Child? 27. Who Should Educate? 28. If and to What Extent Is Education the Same for Both Sexes? 11. 12. 13. 14. 15. 37 38 40 47 47 50 52 56 56 57 66 72 75 78 80 83 Interpretations and Discussion 87 1. Schleiermacher^ Pedagogy: A Thematic Commentary Michael Winkler 1. Education as Wissenschaft 2. The “Rationality” of Pedagogy 3. The Development of Schleiermacher’s Ideas in the
1813-1814 Lecture 4. 1826: Educational Theory Comes of Age 5. Positioning Pedagogy as a Discipline 89 91 92 94 97 100
Table of Contents 5.1 First Perspective: The Historical 5.2 Second Perspective: Pedagogy’s Relation to Other Disciplines 5.3 Third Perspective: Theory in Itself 6. From Theory to Practice 7. Schleiermacher and Our “Non-GeneticHeritage” 8. Receptivity, Spontaneity and Self-Activity 9. Education as Support 10. Sociality and Subjectivity 11. Conclusion: Dreams and Limitations References 2. The Educational Awareness of the Future David Lewin 1. What Does It Mean to BeOriented to the Future? 2. Are We All Interested in the Future? 3. Becoming Concerned 4. Be in the Now 5. Conclusion References ix 101 101 102 103 106 109 111 113 115 116 119 119 124 127 131 134 135 3. Entering the Circle. Schleiermacher and the Rise of Modern Education Studies 139 Karsten Kenklies 1. Introduction: First Sentences 139 2. Theoretical Considerations: The Hermeneutic Foundation of the Circle 140 2.1. The Possibility of Publicly Talking and Theorizing about Education 143 2.2. The Assumption of Successful Communication about Education 145 2.3. The Limitations of Publicly Talking and Theorizing about Education 145 2.4. The Beginning and Goal of Reflecting on Education 148 2.5. The Purposeof Reflecting 149 3. Practical Considerations: The Enacting of the Circle 151 4. Epilogue: Education Studies as Hermeneutic Academic Discipline 154 References 155 4. Schleiermacher’s Educational Theory in the Context of the Debate on Vocational versus Liberal Education 157 Rebekka Horlacher
X 1. School Reforms in Prussia 2. Schleiermacher and NationalEducation 3. Vocational or Liberal Education? 4. Conclusion References Table of Contents 159 163 167 171 173 5. Accentuate the Negative: Schleiermacher’s Dialectic 177 Norm Friesen 1. The Basic Characteristics of Schleiermacher’s Dialectic 179 2. Dialectic as Style 182 3. Dialectic as Process 186 3.1. Schleiermacher’s Method: A Close Reading 187 3.2. Schleiermacher’s Methodology 193 4. Dialectic as Structure 203 5. Conclusion: The Dialectical Character of Educational Reflection 209 References 211 Contributors 213 Index 217 |
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| spelling | F.D.E. Schleiermacher's outlines of the art of education a translation & discussion Norm Friesen & Karsten Kenklies (editors) New York ; Berlin ; Brussels ; Lausanne ; Oxford Peter Lang [2023] © 2023 x, 220 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Paedagogica vol. 2 Schleiermacher, Friedrich 1768-1834 (DE-588)118608045 gnd rswk-swf Erziehungskunst (DE-588)1292793864 gnd rswk-swf History of Education Pedagogy Philosophy of Education Schleiermacher Systematic Pedagogy Theory of Education Schleiermacher, Friedrich 1768-1834 (DE-588)118608045 p Erziehungskunst (DE-588)1292793864 u DE-604 Friesen, Norm (DE-588)115190421X edt Kenklies, Karsten 1972- (DE-588)1046210637 edt Peter Lang Publishing Inc. (DE-588)1065504276 pbl Erscheint auch als Online-Ausgabe, PDF 978-1-4331-9384-2 Erscheint auch als Online-Ausgabe, EPUB 978-1-4331-9385-9 Paedagogica vol. 2 (DE-604)BV049026585 2 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=11ae36e7a31b4b999d3541a0c45cbb6c&prov=M&dok_var=1&dok_ext=htm Inhaltstext Digitalisierung BSB München - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034003179&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20220713 DE-101 https://d-nb.info/provenance/plan#vlb |
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| title | F.D.E. Schleiermacher's outlines of the art of education a translation & discussion |
| title_auth | F.D.E. Schleiermacher's outlines of the art of education a translation & discussion |
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| title_full | F.D.E. Schleiermacher's outlines of the art of education a translation & discussion Norm Friesen & Karsten Kenklies (editors) |
| title_fullStr | F.D.E. Schleiermacher's outlines of the art of education a translation & discussion Norm Friesen & Karsten Kenklies (editors) |
| title_full_unstemmed | F.D.E. Schleiermacher's outlines of the art of education a translation & discussion Norm Friesen & Karsten Kenklies (editors) |
| title_short | F.D.E. Schleiermacher's outlines of the art of education |
| title_sort | f d e schleiermacher s outlines of the art of education a translation discussion |
| title_sub | a translation & discussion |
| topic | Schleiermacher, Friedrich 1768-1834 (DE-588)118608045 gnd Erziehungskunst (DE-588)1292793864 gnd |
| topic_facet | Schleiermacher, Friedrich 1768-1834 Erziehungskunst |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=11ae36e7a31b4b999d3541a0c45cbb6c&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034003179&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV049026585 |
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