Ari Kivelä
Biographic Data
| ID | 5397687 |
|---|---|
| NAME | Ari Kivelä |
| GIVEN NAMES | Ari |
| FAMILY NAME | Kivelä |
| SIGNATURE | KIVELÄ A |
| AFFILIATIONS | Faculty of Education, Oulu University, Oulu, Finland |
| ORCID | 0009-0006-7374-0626 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
A neo-Hegelian theory of Bildung and the problem of a priori intersubjectivism
This article focuses on the implementation of the contemporary neo-Hegelianism of the Pittsburgh School (Robert B. Brandom, John McDowell) to the philosophy of education. Neo-Hegelianism has recently initiated a highly complex discussion about the notion of Bildung and its use in the post metaphysical and naturalized sense. Based on the critique of what is called a priori intersubjectivism, discussed by the main proponents of the Heidelberg Schoo…
Toward a modern concept of schooling
Georg Wilhelm Friedrich Hegel developed the concept of institutionalized education, which reflected public schooling and its legitimacy in the context of rapid transformation of European feudal societies to modern societies. The concept of school reflects the Hegelian theory of Bildung and the concept of modern society. What makes Hegel’s philosophy interesting is his conviction that the processes of Bildung can take place only in the context of …
From Immanuel Kant to Johann Gottlieb Fichte – Concept of Education and German Idealism
Immanuel Kant's (1724-1804) ideas on education can be understood as the point of departure for the educational discourse of modernity. Education was supposed to be the crucial element for evolving humanity, which takes its place in every individual, but also on the collective level (i.e. mankind). Thus education is a presupposition for humanity itself. The modern concept of education depends on the profound anthropological condition of human bein…
Theories of Bildung and Growth
Theories of Bildung and growth
Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educ…
No prominent works on this page.
From Immanuel Kant to Johann Gottlieb Fichte – Concept of Education and German Idealism
Immanuel Kant's (1724-1804) ideas on education can be understood as the point of departure for the educational discourse of modernity. Education was supposed to be the crucial element for evolving humanity, which takes its place in every individual, but also on the collective level (i.e. mankind). Thus education is a presupposition for humanity itself. The modern concept of education depends on the profound anthropological condition of human bein…
Theories of Bildung and Growth
Theories of Bildung and growth
Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educ…
Toward a modern concept of schooling
Georg Wilhelm Friedrich Hegel developed the concept of institutionalized education, which reflected public schooling and its legitimacy in the context of rapid transformation of European feudal societies to modern societies. The concept of school reflects the Hegelian theory of Bildung and the concept of modern society. What makes Hegel’s philosophy interesting is his conviction that the processes of Bildung can take place only in the context of …
A neo-Hegelian theory of Bildung and the problem of a priori intersubjectivism
This article focuses on the implementation of the contemporary neo-Hegelianism of the Pittsburgh School (Robert B. Brandom, John McDowell) to the philosophy of education. Neo-Hegelianism has recently initiated a highly complex discussion about the notion of Bildung and its use in the post metaphysical and naturalized sense. Based on the critique of what is called a priori intersubjectivism, discussed by the main proponents of the Heidelberg Schoo…
Epistemology (4 works) · Bildung (3 works) · Philosophy (3 works) · Sociology (3 works) · Critical Theory and Philosophy (2 works) · Hegelianism (2 works) · Higher education (2 works) · Law (2 works) · Philosophy (2 works) · Philosophy of education (2 works)