The aim of the article is to contribute to the conceptualization of creativity in education. The article makes use of the self-Bildung perspective, which is an up-to-date version of the Neo-humanistic notion of the formation of the personality in order to interpret the original notion of the ‘four stages’ of the creative process. The conclusion is that in this perspective creativity can be understood as a state of transcendence and a practice of taste. Finally, the article seeks to sketch out (...) a suggestion of the creative capacities that are important to cultivate in education. (shrink)

This paper is a study of the account offered by Amos Funkenstein (1937-1995) of the origins of modern historical thought. It investigates the German origins of his project, offers an overview of the developments he found in historical thinking from the Hebrew Bible to the twentieth century, compares his project to existing tendencies in scholarship, and offers a critical analysis of its uses and limits. The main thesis of the paper is that Funkenstein's chief originality lay in his argument that (...) the origins of historical methods cannot be studied apart from revolutions in Western historical consciousness more generally. (shrink)

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 (...) of subject and object within Bildung. In the paper's concluding reflections there is an attempt to assess the systematic educational consequences, and to shed light on the ethical relevance, of a non-transparent subject of Bildung. (shrink)

Ilan Gur–ze’ev; Bildung and Critical Theory in the Face of Postmodern Education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages.

Roland Reichenbach; On Irritation and Transformation: A–teleological Bildung and its Significance for the Democratic Form of Living, Journal of Philosophy of Ed.

Ilan Gur–ze’ev; Bildung and Critical Theory in the Face of Postmodern Education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages.

Ilan Gur–ze’ev; Bildung and Critical Theory in the Face of Postmodern Education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages.