The following paper discusses Schiller’s interpretation of the German concept of Bildung. Bildung appears to be a central term in Germany’s culture, especially (but not limited to) the educational realm. As Bildung underwent massive transformations and has been re-interpreted multiple times throughout German history, this paper will start with a definitory exercise trying to organize the dynamics surrounding the term. Secondly, a two-fold historical context – firstly regarding the wider political and social dynamics of the time and secondly, a more (...) biographical approach focusing on Schiller – will be provided. These contextualizing efforts will be succeeded by elaborations on Schiller’s concept of Herzensbildung. The paper closes with a summary of key insights and further potential endeavors. (shrink)

The aim of this text, derived from an investigation, is to propose a reflection on the future of the university, from the problematization of the neoliberal rationality impact on the forms of knowledge production and organization of academic life. To develop this analysis, the main transformations of the modern university since its advent with the founding of the Berlin University by Wilhelm von Humboldt, in 1810, who created the model of the research university, until the emergence of the neoliberal university (...) model. The purpose of the article is to highlight the rationalities that govern the transformation of the university over time. This historical analysis attempts to demonstrate that no model can be considered natural, absolute, inevitable, non-negotiable, and that and that the university as an institution is inhabited by a mixture of contradictory rationalities. To conclude, the Derrida's essay (2001), is used to show that the uncontested adoption of the neoliberal model can destroy the autonomy of research and teaching that until today characterized the modern university, and compromise its mission in the future. (shrink)