Bildung Durch Wissenschaft‘

Aspekte Und Funktionen Eines Traditionellen Deutungsmusters Der Deutschen Universität Im Historischen Wandel

Bibliographic Data

ID11627226
AuthorsCarola Groppe (0009-0000-7286-843X, corresponding author)
Year2012
Volume65
Issue2
Pages169-182
Publication date2012-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBildung und Erziehung (JOURNAL)
Journal identifiersISSN: 0006-2456 • E-ISSN: 2194-3834
PublisherVandenhoeck & Ruprecht (PUBLISHER • DE)
DOI10.7788/bue.2012.65.2.169
OpenAlexW2316070737
LanguageEN
Citations received2

The article discusses a central part of the traditional concept of the German research university - Bildung (formation, education) through science. Starting from the observation that throughout history 'Bildung through science' has continuously been applied as the central interpretive pattern in the relation between research and teaching, and that it has especially been discussed in all important phases of the development of the German university, the article proposes the thesis, that the discourse about 'Bildung through science' represents a central element in the conceptualisation of the university's tasks and purposes and its presentation in society in the present as well as in the past. The article fi rst describes the appearance of the interpretive pattern 'Bildung through science' around 1800. Subsequently, it focuses on important phases of quantitative and structural development in the German university, in the time around 1900 and during the 1960s. Finally, the article raises the question whether the interpretive pattern still has any function and importance, in view of the fundamental changes to the academic curriculum recently brought about by the 'Bologna process' and of the rapid growth of the number of students at German universities

Bildung · Curriculum · German · Humanities · Linguistics · Pedagogy · Sociology · German Social Sciences and History · Historical Education Studies Worldwide · Philosophy

Tools

Open DOISci-Hub