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  1. Bildung: Concept, conception, ideal.Aleksandar Dobrijevic - 2007 - Filozofija I Društvo 18 (2):101-119.
    The author claims that we should differentiate the concept, the conception and the ideal of Bildung. Based on these differences, Bildung could be considered as a kind of attitude, project, or as specific - normative and optative - practice.. Autor smatra da treba praviti formalnu razliku izmedju pojma, koncepcije i ideala Bildung-a. Na osnovu tako utvrdjene razlike, Bildung bi se mogao poimati kao stav, projekt ili specificna, u isti mah i normativno i optativno intonirana, praksa..
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  • Do We Need to Talk to Each Other? How the concept of experience can contribute to an understanding of Bildung and democracy.Ninni Wahlström - 2010 - Educational Philosophy and Theory 42 (3):293-309.
    In this article I argue that the contested concept of Bildung, with its roots in the late 18th century, remains of interest in the postmodern era, even if there is also certainly a debate about it having had its day. In the specific discussion about Bildung and democracy, I suggest that Dewey's reconstructed concept of experience has several points in common with a more recent understanding of Bildung, at the same time as it can provide insight into how democracy can (...)
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  • Towards Bildung-Oriented Chemistry Education.Jesper Sjöström - 2013 - Science & Education 22 (7):1873-1890.
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  • Spontaneous Action and Transformative Learning: Empirical investigations and pragmatist reflections.Arnd-Michael Nohl - 2009 - Educational Philosophy and Theory 41 (3):287-306.
    Whereas present theories of transformative learning tend to focus on the rational and reflective actor, in this article it is suggested that spontaneous action may play a decisive role in transformative learning too. In the spontaneity of action, novelty finds its way into life, gains momentum, is respected by others and reflected by the actor. Such transformation processes are investigated both with the means of theoretical reflection and of empirical inquiry. Based on nine narrative interviews typical phases of transformative learning (...)
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  • Forming the Professional Self: Bildung and the ontological perspective on professional education and development.Martin R. Fellenz - 2016 - Educational Philosophy and Theory 48 (3).
    Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner’s being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for professional practice. It raises the question of agency in relation to this formational process and considers the implications of the autonomy paradox which arises from the simultaneous influence of (...)
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  • Between education and self-education: From Bildung to virtue ethics.Aleksandar Dobrijevic - 2006 - Filozofija I Društvo 2006 (29):119-128.
    The article contains an explanation of the topic to be dealt with by the author within the work on the project "Regional and European Aspects of Integration Processes in Serbia: Civilization Preconditions, Reality and Prospects for the Future" of the Institute for Philosophy and Social Theory. A concern for the problem of Bildung reoccurs in social sciences. The author claims that we should elicit a dominated normative meaning from many senses of the concept of Bildung, in order to explain his (...)
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