Exploring the ethics of agency through the lens of Bildung

Bibliographic Data

ID21272253
AuthorsRuth Wills (0000-0003-4208-1307, University of Winchester, corresponding author)
Year2017
Volume22
Issue3-4
Pages317-328
Publication date2017-09-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Children s Spirituality (JOURNAL)
Journal identifiersISSN: 1364-436X • E-ISSN: 1469-8455
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/1364436x.2017.1377689
OpenAlexW2754859653
LanguageEN
Citations received2
References cited9

Experiencing something of a renaissance, the German pedagogical idea ‘Bildung’ has recently been reconsidered for contemporary education. Historically proposed by von Humboldt, Bildung’s interplay represents a relational movement between a learner and the world that aims for personal freedom and growth. It is also identified as a means by which learners might become aware of their personal capacity to develop responses to daily experiences. Thus, it attends to agency and has resonance with children’s spirituality. Whilst such a notion of learning might be promoted as an alternative to a functionalistic educational paradigm, this paper highlights ethical concerns regarding pedagogical freedom. It highlights philosophically the illusion of freedom and considers critically the place of power in learner-led methods. Finally, the paper proposes how a nuanced, Kierkegaardian application of Bildung might address the ethical concerns raised and proposes how a re-considered understanding of the notion might be valuable for education today

Bildung · Epistemology · German · Pedagogy · Social science · Sociology · Spirituality · Adult and Continuing Education Topics · Diverse Education Studies and Reforms · Philosophy · Philosophy, Ethics, and Existentialism

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