A neo-Hegelian theory of Bildung and the problem of a priori intersubjectivism

Bibliographic Data

ID11953091
AuthorsAri Kivelä (0009-0006-7374-0626, University of Oulu, corresponding author)
Year2024
Volume58
Issue4
Pages514-539
Publication date2024-02-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/jopedu/qhae023
OpenAlexW4392229861
LanguageEN
Citations received1
References cited22

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 School (Dieter Henrich and Manfred Frank), this article aims to address some theoretical and conceptual problems inherent in the educationist reading of neo-Hegelianism. The basic problem of an educationist reading of neo-Hegelianism is that, based on its own premises, it is not capable of comprehending the emergence of self-consciousness and individuality. It would therefore be inadvisable for educationists to (over-)eagerly adopt contemporary neo-Hegelianism, or we should at least be slightly cautious about its potential for the further development of a theory or philosophy of Bildung

A priori and a posteriori · Bildung · Epistemology · Hegelianism · Higher education · Philosophy of education · Political science · Sociology · Critical Theory and Philosophy · Phenomenology and Existential Philosophy · Philosophy, Ethics, and Existentialism · Psychology · Law · Philosophy

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