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Es ist noch nicht lange her, da Wirtschaftslehre alles andere als ein Beitrag zur Bildung verstanden worden ist. Nachdem aber die Wirtschaft als eines der gesellschaftlichen Subsysteme zunehmend in den Vordergrund der Diskurse in der Gesellschaft getreten ist, hat auch die Ökonomische Bildung Konjunktur. Allerdings wird diese Bezeichnung nicht selten von interessierter Seite für eine rein qualifikationsorientierte Erziehung benutzt, was ihren Status erneut angreifbar macht. Ökonomische Bildung ist aber als Bildung gleichermaßen auf die gesellschaftlichen wie die individuellen Bezüge ausgerichtet. Hier wird ein weiterer Versuch unter-nommen, die unter dieser Maßgabe zu behandelnden Themenbereiche zu umreißen und in einem konzeptionell systematisch konsistenten Zusammenhang darzulegen.

Thesis advisor: John Sallis / In comparing hermeneutic application to Aristotle's concept of phronêsis, Hans-Georg Gadamer insists that historical interpretation is not just a theoretical but also a practical task pertaining to human conduct as such. It is said to involve a similar level of self-understanding that acknowledges one's historical and linguistic situation, bearing strong connections to the intersubjective exercise of judgment and the development of freedom. This dissertation investigates these claims by presenting a detailed analysis of Gadamer's concepts of historical effect [Wirkungsgeschichte] and the reflective consciousness thereof [wirkungsgeschichtliches Bewusstsein]. I delineate Gadamer's position in part through engagement with contemporary debates and misunderstandings of his stance, and in part by setting it in contrast with several central figures who influenced his notions of tradition and freedom: Kant, Hegel, and Heidegger. This contrasting move helps on the one hand to reveal just how fruitful Gadamer's concepts are, and on the other to underscore that Gadamer enacts the very dialogical relation to tradition that he elucidates in his hermeneutics. On the basis of these developments, it is possible to see more clearly the ethical relevance Gadamer takes hermeneutics to have, and to grasp in particular the importance he places upon historical engagement within the humanities. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Philosophy.

While higher education is expected to prepare students so they can reflect and act in relation with a changing world, many structural forces instead favour procedural learning. There are fundamental contradictions between the aim of independent thinking and using standardised assessment, as well as between reasoning/speaking as an emancipatory force, and teaching as explanation. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is how we determine who can become a speaker. What are the terms for negotiating meaning? In this article, ways in which university teachers interpret Bildung are investigated through qualitative interviews. Three teachers were asked how they implement their aims in practice. The three cases are presented as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers’ perceptions of student learning and other outcomes of a Bildung approach are discussed. In particular, the article stresses the importance of a space for negotiation and giving students the opportunity to become speakers.

Zugl.: Paderborn, Universiẗat, Diss., 2009.

Zugl.: Frankfurt (Main), Univ., Diss., 2008

Zugl.: Freiburg (Breisgau), Univ., Diss., 2006/07 u.d.T.: Němec, Mirek: Staatsbürgerliche Erziehung an den deutschen Mittelschulen in der Ersten Tschechoslowakischen Republik

Zugl.: München, Univ., Diss.

Zugl.: Tübingen, Univ., Habil.-Schr., 2009

<p>This dissertation explores the modernist novel's response to the Bildungsroman. Through extensive close readings of the three modern versions of the genre -- In Search of Lost Time by Marcel Proust, The Magic Mountain by Thomas Mann, and Ferdydurke by Witold Gombrowicz -- it shows that the tensions buried deep in the unconscious of this great narrative of organic development finally erupt as formal problems in modernism, when the classical Bildungsroman meets its demise through a relentless dehumanization of form. If the classical Bildungsroman presents us with "the image of man in the process of becoming" as Bakhtin has suggested, it argues that the modernist Bildungsroman enacts the dissolution of that process in its very form.</p> / Dissertation