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"Fragile Bildung"? Eher nicht …


Reichenbach, Roland (2020). "Fragile Bildung"? Eher nicht …. Vierteljahrsschrift für wissenschaftliche Pädagogik, 96(1):41-59.

Abstract

The article is presenting a couple of rather skeptical viewpoints on the utility and adequacy of the notion of ›fragility‹ for educational theory, and especially the topic of ›Bildung‹. Processes of ›Bildung‹, it is argued, may be uncertain, fleeting, hard to begin and to maintain, but not fragile. In four chapters, the author focuses on aspects of understanding ›Bildung‹ mainly as a process of searching, and a most often dialectical venture to which many persons neither have access nor the willingness to engage with in their adolescence and early adulthood.

Abstract

The article is presenting a couple of rather skeptical viewpoints on the utility and adequacy of the notion of ›fragility‹ for educational theory, and especially the topic of ›Bildung‹. Processes of ›Bildung‹, it is argued, may be uncertain, fleeting, hard to begin and to maintain, but not fragile. In four chapters, the author focuses on aspects of understanding ›Bildung‹ mainly as a process of searching, and a most often dialectical venture to which many persons neither have access nor the willingness to engage with in their adolescence and early adulthood.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Uncontrolled Keywords:Bildung, Fragilität, Suche, Dialektik, Bildungstheorie
Language:German
Date:12 March 2020
Deposited On:07 Feb 2021 10:01
Last Modified:07 Feb 2021 10:02
Publisher:Brill
ISSN:0507-7230
OA Status:Closed
Publisher DOI:https://doi.org/10.30965/25890581-09601005

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