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The legitimation of school‐based Bildung in the context of vocational education and training: the legacy of Eduard Spranger


Gonon, Philipp (2022). The legitimation of school‐based Bildung in the context of vocational education and training: the legacy of Eduard Spranger. Journal of Philosophy of Education, 56(3):438-449.

Abstract

The philosophical foundation of Bildung in the context of vocational education and training was significantly shaped by Eduard Spranger (1882–1963). However its legacy is not as present today since vocational schools in german-speaking countries today focus strongly on competences. This article sheds light on the emergence of this concept, discusses the impact up to the present and reconstructs the debates surrounding it.

Abstract

The philosophical foundation of Bildung in the context of vocational education and training was significantly shaped by Eduard Spranger (1882–1963). However its legacy is not as present today since vocational schools in german-speaking countries today focus strongly on competences. This article sheds light on the emergence of this concept, discusses the impact up to the present and reconstructs the debates surrounding it.

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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
Scopus Subject Areas:Social Sciences & Humanities > Education
Social Sciences & Humanities > History
Social Sciences & Humanities > Philosophy
Uncontrolled Keywords:Bildung, concept of occupation, school-based, Spranger, vocational education and training
Language:English
Date:31 August 2022
Deposited On:04 Jan 2023 13:17
Last Modified:29 May 2024 01:41
Publisher:Oxford University Press
ISSN:1467-9752
OA Status:Hybrid
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1111/1467-9752.12678
  • Content: Published Version
  • Language: English
  • Licence: Creative Commons: Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)