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  1. What is anthroponomy?Aleksandar Dobrijevic - 2009 - Filozofija I Društvo 20 (2):31-40.
    Iako 'antroponomijsko pitanje' spada u najstarija filozofska pitanja, pojam 'antroponomija' u filozofiji nikada nije zaziveo. Ipak, s?ma antroponomija, kao teorija o tome sta/kakav covek treba ili moze da bude, nikada nije bila zapostavljena.U ovom radu autor se ogranicava na analize Kantovog, Niceovog i Sloterdajkovog antroponomijskog nacrta.
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  • 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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  • The non-transparency of the self and the ethical value of bildung.Christiane Thompson - 2005 - Journal of Philosophy of Education 39 (3):519–533.
    In the light of the modern idea of a sovereign and self-transparent subject, the paper evaluates the philosophical and ethical relevance of Bildung. As a first step, (the early) Nietzsche's and Adorno's criticism of Bildung is explicated, a criticism based upon the thinkers' critical stance towards the modern epistemological relation of subject and object. However, neither thinker abandons the concept of Bildung. The second part of the paper accordingly reconstructs Nietzsche's and Adorno's adherence to Bildung understood as a different relationship (...)
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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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  • Three Naive Questions: Addressed to the Modern Educational Optimism.Predrag Krstić - 2015 - Studies in Philosophy and Education 35 (2):129-144.
    This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...)
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  • Bildung : Liberal Education and its Devout Origins.Yotam Hotam - 2019 - Journal of Philosophy of Education 53 (4):619-632.
    Journal of Philosophy of Education, EarlyView.
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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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