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 (...) be understood within the field of Bildung. In brief, in this article I suggest that if we wish to discuss democracy and Bildung, Dewey's notion of experience might offer a bridge between the two concepts, as well as an understanding of subjectivity, learning, and communication as a whole. Finally, I argue that communication is a necessary part of both democracy and Bildung—not because of certain human similarities, but because of the similarities in some of the problems which we humans encounter, and which we think are worth reflecting upon. (shrink)

This article aims at making a case for the role of seduction in existential education, that is, education that focuses on the pupil’s life choices. First, the article attempts to show that the relationship between the teacher and the pupil can be understood as a form of seduction. Secondly, the article examines how such a relationship functions in practice. Thirdly, the article warns against dangerous aspects related to seduction, and lastly, the article offers five conditions for how seduction can be (...) used in a justifiable manner in existential education. (shrink)

In this paper I explore the question of how toapproach the writings of Emmanuel Levinas fromthe point of view of education. I argue thatLevinas has challenged the modern conception ofsubjectivity which underpins modern education.Instead of providing a new conception ofsubjectivity, his work should be understood asan attempt to account for the awakening of theuniqueness of the subject in ethical terms. Thecentral idea is that we come into presencethrough responding, through taking up – or notdenying – the undeniable responsibility whichprecedes our (...) subjectivity. Levinas not onlyprovides us with a new way to `understand'subjectivity. `Responding' also suggests a wayto approach Levinas's writings that goes beyondthe simple application of his `truths' toeducational practice. Levinas's writingschallenge their reader to articulate a unique,unprecedented response. It is argued that thepapers to which this paper is a response alldisplay this approach to Levinas's writings. Itis further argued that `responding' is not onlya way to read Levinas, but ultimately a way tothink about education itself. To learn (fromLevinas) is to respond (to Levinas). (shrink)