Bildung , 1 a term coined by Wilhelm von Humboldt and Friedrich Schleiermacher in the nineteenth century, 2 serves as a key concept in the German humanities and educational theory, and refers to the growth and development of the culture of
Shakespeare, Bildung and the Jewish Youth Movement in Germany between Integration and Jewish Self-Identification
A Conversation among Liberals, Conservatives, and Anti-Liberals
The present political landscape in Europe and the United States raises questions concerning the role of Bildung and whether the humanities can bridge the deep-seated fissures between liberals, conservatives, and anti-liberals. Do the humanities
German popular filmmakers who participated in the Denk ich an Deutschland series brought a range of conflicting impulses to their meditations on Germany, including the universalizing tendencies of popular culture, together with the personal and political strains often present in documentary films. With varying degrees of success, each director agitates national identity via an idiosyncratic selfhood, a process which in turn expands our notions of Germany beyond generic convention. The best of the five films discussed in this essay—directed by Doris Dörrie, Fatih Akin, Katja von Garnier, Sherry Hormann, and Klaus Lemke—feature their creators' struggle to box themselves out of a larger collective identity. By modeling their own existential Bildung, they chip away at an otherwise implacable German identity and provide a psychic service for Germans potentially more salutary than the way Hollywood films sustain American identity.
This article examines the intellectual discourse in West Germany on the role of entertainment in radio programs during the 1950s. Although accounting for most of the airtime and being an assigned mission of public broadcasters, many radio officials and experts continued to be suspicious of entertainment. Strongly adhering to the classical tradition of highbrow culture, these humanistic intellectuals had difficulties accepting entertainment as an integral component of broadcasting. The only discursive path for them to adopt entertainment as a legitimate concept was to discuss its specific contribution in the context of Bildung and Kultur. The article thus provides insight into how members of the cultural elites came-to-terms with the rise of popular culture during the 1950s.
Contrasts and Congruence within and between Germany and England
Eleanor Brown, Beatrice Szczepek Reed, Alistair Ross, Ian Davies, and Géraldine Bengsch
This article is based on an analysis of the treatment of the European Union in a sample of textbooks from Germany and England. Following contextual remarks about civic education (politische Bildung) in Germany and citizenship education in England and a review of young people’s views, we demonstrate that textbooks in Germany and in England largely mirror the prevailing political climate in each country regarding Europe. At the same time, the analysis reveals a disparity between the perspectives presented by the textbooks and young people’s views. The textbooks in Germany provide more detail and take a more open approach to Europe than those in England. Finally, we argue that the textbooks may be seen as contributing to a process of socialization rather than one of education when it comes to characterizations of Europe.
Tidsskrift for idéhistorie, 48 (forår 2007)
In spring 2007, Slagmark, a Danish intellectual history journal devoted an entire issue to the growing field of the history of concepts (in Danish, begrebshistorie), thus contributing to the international reception of German Begriffsgeschichte. As an attempt to reintroduce conceptual history to an audience of intellectual historians in Denmark, the compilation is worth a closer look. Th e volume focuses primarily on theoretical issues and on the work of Reinhart Koselleck. Strikingly, compared to the empirically-oriented Swedish introductory volume, Trygghet och äventyr (2005), edited by Bo Lindberg, and the extensive volume, Käsitteet liikkeessä (2003), produced by a group of Finnish scholars, the Danish volume concentrates on Koselleck’s work per se rather than on its various applications in different national contexts. In fact, only one of the articles in the volume addresses historical uses of concepts, namely a Danish translation of Koselleck’s “Zur antropologischen und semantischen Strukur der Bildung,” first published as an introductory article in Bildungsbürgertum im 19. Jahrhundert II (1990), and republished in the collected volume Begriff sgeschichten (2006).
Margins of Representation When Incorporating Medieval Sources into a German Digital History Textbook
vernachlässigten?” Lukas Kneser, “12.3 Aufstieg durch Bildung, Quelle 6,” in mBook: Geschichte für die Zukunft . Geschichtsbuch für die Sekundarstufe I an Gymnasien , ed. Florian Sochatzky and Marcus Ventzke (Eichstätt: Cornelsen, 2016). All quotations are from
Edited by Jonathan Magonet
pre-war German Bildung , the other of New York Yiddish culture. Both were ‘outsiders’ struggling for recognition in a patriarchal Jewish culture; both, in their very different ways, were nurturers of their students, their spiritual children. Both
was influenced by Johann Gottfried Herder (1744–1803) and frequently appeared in early nineteenth-century intellectual discussions, intertwined with key concepts like Kultur and Bildung . 18 However, as Bos van Bommel has written in his recent
The Unrequited Love of Rabbi Marcus Ehrenpreis
strong urge to have Judaism make its voice heard in the world of German Bildung on the other. In the early 1880s, together with his close friends and fellow rabbinical students, Ossian Thon and Markus Braude, Ehrenpreis joined a newly founded