Introduction. Higher education plays a particularly important role in the development of a country. The goal of the article is to describe the development of concepts about education in general and higher education in particular to explain the role of education in social life. Humboldt sees higher education as a process toward freedom and the search for true truth. Humboldt's philosophy of higher education is an indispensable requirement in the context of people struggling to escape the influence of the state (...) and church forces. The purpose is to find out the content and principles of higher education, especially meaningful suggestions for building an autonomous education in Vietnam today. Materials and Methods. The article uses materialist dialectic to analyze Humboldt's philosophy of higher education. In addition, the article also uses methods of analysis, synthesis, comparison and contrast to clarify views on education in the history of human thought from ancient, medieval, modern and modern times, from which to draw the basic contents and principles in the philosophy of higher education of Humboldt. Results and Discussion. Humboldt is the founder of the University of Berlin - known as the mother of modern universities. It is a new university model based on the philosophy of upholding freedom in learning and teaching, upholding the scientific spirit to seek and discover the truth, and at the same time, combining teaching with scientific research. His liberal education philosophy has contributed to affirming the strength and position of universities. He criticized state intervention in university institutions. Based on the anthropological foundation of emphasizing human diversity, Humboldt's higher education philosophy is truly liberating when it comes to bold views. Humboldt believes that a university is a pure place of science and research, so it is not influenced by any outside force, even from the state. A university is where academic freedom, scientific freedom and other autonomy are guaranteed so that the institution can run smoothly. Universities must have unity between research and teaching. However, Humboldt's philosophy of higher education still contains many issues that need to be considered thoroughly. Specifically, the promotion of internal self-determination requires financial autonomy while the state's investment capital in universities is still quite large; Calling for education to be privatized is still inadequate. The elitist spirit in the Humboldt model is no longer fully relevant in the context of a market economy that tends to lead to the pursuit of targets, which are often related to quality. Practical significance. Humboldt's liberal philosophy of higher education has a strong influence, dominates and becomes a reality in many countries with advanced education. For Vietnam, Humboldt's higher education philosophy is a meaningful suggestion to build an autonomous education under the country's socio-historical conditions. (shrink)

In the past few years, we have become increasingly focused on technology use that is impulsive, unthinking, and distractive. There has been a strong push to understand such technology use in terms of dopamine addiction. The present article demonstrates the limitations of this so-called neurobehaviorist approach: Not only is it inconsistent in regard to how it understands humans, technologies, and their mutual relationship, it also pathologizes everyday human behaviors. The article proceeds to discuss dual-systems theory, which helpfully discusses impulsive technology (...) use in terms of habit instead of addiction, but can be criticized for its mentalist celebration of conscious control. Finally, the article introduces a phenomenological approach whose conceptualization of habit manifests many of the experiential qualities that we try to capture with addiction, but remains non-pathologizing and opens a space for learning: While tech addiction is bad and must be eliminated, good tech habits can be trained and cultivated. (shrink)

Journal of Philosophy of Education, EarlyView.

Abstract We examine the construction of electromagnetism in its current form, and in an alternative form, from a point of view that combines a minimal realism with strict rational demands. We begin by discussing the requests of reason when constructing a theory and next, we follow the historical development as presented in the record of original publications, the underlying epistemology (often explained by the authors) and the mathematical constructions. The historical construction develops along socio-political disputes (mainly, the reunification of Germany (...) and the second industrial revolution), epistemic disputes (at least two demarcations of science in conflict) and several theories of electromagnetism. Such disputes resulted in the militant adoption of the ether by some, a position that expanded in parallel with the expansion of Prussia. This way of thinking was facilitated by the earlier adoption of a standpoint that required, as a condition for understanding, the use of physical hypothesis in the form of analogies; an attitude that is antithetic to Newton's “hypotheses non fingo”. While the material ether was finally abandoned, the epistemology survived in the form of “substantialism” and a metaphysical ether: the space. The militants of the ether attributed certainties regarding the ether to Faraday and Maxwell, when they only expressed doubts and curiosity. Thus, the official story is not the real history. This was achieved by the operation of detaching Maxwell's electromagnetism from its construction and introducing a new game of formulae and interpretations. Large and important parts of Maxwell work are today not known, as for example, the rules for the transformation of the electromagnetic potentials between moving systems. When experiments showed that all the theories based in the material ether were incorrect, a new interpretation was offered: Special Relativity (SR). At the end of the transformation period a pragmatic view of science, well adapted to the industrial society, had emerged, as well as a new protagonist: the theoretical physicist. The rival theory of delayed action at distance initiated under the influence of Gauss was forgotten in the midst of the intellectual warfare. The theory is indistinguishable in formulae from Maxwell's and its earlier versions are the departing point of Maxwell for the construction of his equations. We show in a mathematical appendix that such (relational) theory can incorporate Lorentz' contributions as well as Maxwell's transformations and C. Neumann's action, without resource to the ether. Demarcation criteria was further changed at the end of the period making room for habits and intuitions. When these intuited criteria are examined by critical reason (seeking for the fundaments) they can be sharpened with the use of the Non Arbitrariness Principle, which throws light over the arbitrariness in the construction of SR. Under a fully rational view SR is not acceptable, it requires to adopt a less demanding epistemology that detaches the concept from the conception, such as Einstein's own view in this respect, inherited from Hertz. In conclusion: we have shown in this relevant exercise how the reality we accept depends on earlier, irrational, decisions that are not offered for examination but rather are inherited from the culture. (shrink)

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 (...) vitality and the possibility of his interdisciplinary application in more appropriate way. Clanak sadrzi obrazlozenje teme kojom ce se autor baviti u okviru rada na projektu "Regionalni i evropski aspekti integrativnih procesa u Srbiji civilizacijske pretpostavke, stvarnost i izgledi za buducnost" Instituta za filozofiju i drustvenu teoriju. U drustvenim naukama reaktualizovano je interesovanje za problem Bildunga. Autor tvrdi da bi iz viseznacnosti tog pojma trebalo izvuci njegovo dominantno normativno znacenje, kako bi se na adekvatniji nacin objasnila njegova vitalnost i mogucnost njegove interdisciplinarne primene. (shrink)

The article defends ubuntu against the assault by Enslin and Horsthemke (Comp Educ 40(4):545–558, 2004 ). It challenges claims that the Africanist/Afrocentrist project, in which the philosophy of ubuntu is central, faces numerous problems, involves substantial political, moral, epistemological and educational errors, and should therefore not be the basis for education for democratic citizenship in the South African context. The article finds coincidence between some of the values implicit in ubuntu and some of the values that are enshrined in the (...) constitution of South Africa and that on that basis argues that ubuntu has the potential to serve as a moral theory and a public policy. The educational upshot of this article’s argument is that South Africa’s educational policy framework not only places a high premium on ubuntu, which it conceives as human dignity, but it also requires the schooling system to promote ubuntu-oriented attributes and dispositions among the learners. The article finds similarities between ubuntu and bildung, whose key advocates, among others was German scholar and intellectual Wilhelm von Humboldt. It argues that it would be ethnocentric, and indeed silly to suggest that the ubuntu ethic of caring and sharing is uniquely African when some of the values which it seeks to promote can also be traced in various Eurasian philosophies. (shrink)

In his early text, The Limits of State Action, Wilhelm von Humboldt raises the Kantian question of the permissibility and legitimate extent of political and juridical coercion, as his contribution to a debate amongst Kantians launched by the publication in 1785 of Kant’s Groundwork of the Metaphysics of Morals. In arguing for a minimal state, concerned exclusively with internal and external security of its members but not at all with their felicity, Humboldt inflects Kantian political thought in the direction of (...) a liberal laissez-faire state, in marked contrast to the strong interventionism that his fellow-Kantian Fichte derived from similar Kantian grounds. The article argues that the underlying conception of the individual retained by Humboldt has markedly Leibnizian traits, namely the notion of freedom as the spontaneous unfolding of a highly personal, monadic developmental trajectory toward perfection, which ought not to be impeded or homogenized by unnecessary state intervention. Humboldt thus represents not only a ‘rightist’ libertarian reading of Kant, but a particular appropriation of significant Leibnizian themes. His combination of these sources is compared with that of other contemporary theorists like Hufeland and Fichte. (shrink)

The paper applies Gadamerian hermeneutics to everyday situations of nonverbal social interaction in the urban space. First, relevant aspects of urban encounters are briefly discussed with philosophical hermeneutics’ relation to nonverbal communication and bodily understanding. Second, hermeneutic understanding is presented as conversation, and the ethical implications of hermeneutics are articulated: as philosophical practice, Gadamerian hermeneutics is about intensifying the voice of the other. There is a demand for mutual openness towards otherness. Connected to this attitude required for hermeneutic encounters are (...) the ideas of a cosmopolitan public sphere and an inclusive hermeneutic community. After attending to these, the value of specifically urban encounters can be articulated. Urban context and built environment can in good circumstances assist in encountering the other hermeneutically. The passing communicative situations can be negotiations of meanings and values, instances of public sphere. The urban mass society with its crowds has potentiality to enact an inclusive hermeneutic community. To conclude, the consequences of our failures to engage hermeneutically with each other are discussed in a plea for hermeneutic openness. (shrink)

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..

There is a new myth of the heterogeneous that is reducing the concept of humanity to a sinful enlightenment. In this article I investigate the contribution that a renewed understanding of liberal arts education might offer for the idea of a humanist education and for the concept of humanity; and this at a time when not only the concept of humanity per se, and of a humanist education in particular are suspected of Western imperialism and rational logocentrism, but also, in (...) England at least, when the tuition fees of humanities students have trebled. I argue that within a concept of modern metaphysics first principles are re-formed to have their universality in instability and struggle. This instability and struggle is the modern culture of rational education, and speaks of a non-abstract comprehension of two of modernity’s most contested terms: freedom and humanity. (shrink)

This article defines a public good, arguing that higher education should be considered a public good. This requires moving away from an orthodox economistic understanding of public goods. It also requires understanding the relationship between higher education as both a private good and a public good to the extent that it promotes individual flourishing necessary to the public good.

This article analyses the transformation of the notion of Bildung that is constructed in the German human sciences. From a perspective of field theory and discourse analysis, the article reveals how the notion evolves and stabilizes during a first stage (1810–60), how it comes under pressure because of the contextual changes in a second stage (1860–1960) and how the tension increases before it is resolved by a fundamental change of the traditional notion of Bildung in a third stage (1960–99).