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Emersonian Bildung in dialog with Humboldt and Dewey

Bibliographic Data

ID8857067
AuthorsHeikki A Kovalainen (0000-0002-5170-6068, Independent Researcher, Finland, corresponding author)
Year2017
Volume51
Issue5
Pages508-518
Publication date2017-11-26
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2017.1389272
OpenAlexW2770682398
LanguageEN
References cited12

In this article, it will be my aim to outline the key features of Emerson’s original conception of Bildung, with special reference to the links, first, between the American essayist and Wilhelm von Humboldt, and second, Emerson and John Dewey. After introductory notes on how to map out Emersonian Bildung in relation to the available philosophical commentaries, I delineate some of the chief meanings of Bildung, showing how Emersonian self-culture aligns with Humboldtian Bildung. Second, I draw out concrete implications for educational practice from an Emersonian view of self-culture vis-à-vis comparisons with Dewey. In addition to Bildung qua self-culture, another basic sense of Emersonian Bildung is education, and Emerson often deals with educational themes in his treatments of self-culture. In the final section, I return to the specifics of Emerson’s sense of Bildung, saying a few words on the alleged elitism of the term, and in particular, its neglected religious overtones. This section serves the purpose of distinguishing Emerson’s view not only from related accounts of Bildung, but also from the secondary commentaries available

Bildung · Dialog box · Epistemology · Higher education · Philosophy of education · Relation (database · Sociology · Law · Philosophy · Pragmatism in Philosophy and Education · Thoreau and American Literature · Wittgensteinian philosophy and applications

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Highly citedNo

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