By Prof. Dr. Käthe Schneider (auth.), Käthe Schneider (eds.)
The easy predicament of the quantity is to figure out the preconditions of character improvement and to teach their importance and their views for academic technological know-how and for pedagogical perform. First, those uncomplicated preconditions of turning into oneself are amassed in one quantity and mentioned by way of their value for technological know-how and for academic perform. In all basic dimensions are understood as precondition of changing into oneself. “Bildung” is right here for the 1st time understood because the formation of the final person character, which the OECD postulates to be the major qualification of the Twenty-first Century. From a pedagogical viewpoint, it's a subject of furthering the character. It presents examine with a brand new viewpoint, in that it makes the furthering of the general character the item of education.
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Extra info for Becoming oneself: Dimensions of 'Bildung' and the facilitation of personality development
And in this field, it should be noted that there has been very little research in this direction. In recent work, the idea of reciprocity has been almost clandestinely hidden away in studies on adult education and self-directed learning. “Reciprocal knowledge exchanges” are 11 see for example: Alava et al. (2000), Héber-Suffrin et al. (2000), Mayen et al. (2002), Paul (2004), Boutinet et al. (2007). 36 J. Eneau nothing new (for example the RERS—Réseaux d’Echanges Réciproques de Savoirs or Networks of Reciprocal Knowledge Exchange that grew up in the 1970s in France, or linguistic exchange Tandem, begun in Germany around the same time), however reciprocity was only examined much later in this field, at least in theoretical terms.
Lyon: Chronique Sociale. Translation: Kate Davis. 120) J. fr K. 1007/978-3-531-19156-0_3, © VS Verlag für Sozialwissenschaften | Springer Fachmedien Wiesbaden 2012 29 30 J. Eneau in certain aspects. But what kind of autonomy are we referring to exactly in that case? Is it autonomy “to learn”, “to train oneself ”, “to construct” oneself or “to develop”? In adult education, the quest for and the nature of this autonomy are fundamental questions, and they have been for many years. Autonomy as the aim of education can be traced back to Kant and the Age of Enlightenment (here the purpose of education was to create an “adult”, that is to say an “autonomous, responsible, civic-minded” individual); it was seen as an ideal to reach, something that was always ahead of one, never totally possessed.
Kluwer, Dordrecht, pp 67–87 Maturana HR, Varela FJ (1987) The tree of knowledge: the biological roots of human understanding. Shambhala Publications, Boston Poltera J (2010) Is ambivalence an agential vice? Philos Explor 13(3):293–305 Schick F (1997) Making choices: a recasting of decision theory. Cambridge University Press, Cambridge Steward H (2012) A metaphysics for freedom. Oxford University Press, Oxford Williams B (2004) Truth and truthfulness. 1 Introduction When we take a look at studies done on autonomy, in education and in training, we quickly realize that the idea is as ambiguous as it is hard to define.