Session Information
13 SES 08, Long Paper Session
Long Paper Session
Contribution
The question of the formation (Bildung)has occupied Habermas from the earliest writings. In them he criticizes the idea of formation as an expression of innate abilities and emphasizes instead the significance of the social conditions of the upbringing. This is the subject of the first section (1st).The second section provides a fuller presentation of the ideology-critical analysis of formation found in Habermas's first masterpiece from 1962, the doctoral thesis on The Structural Transformation of the Public Sphere. The basic critique is that the ideal of individual Bildung is too tightly connected to economic and political dominance, but still the ideal contains some truth (2nd). The third section maps his relatively sparse comments regarding education in subsequent decades. Significant here is Knowledge and Human Interest from 1968 (second edition 1973), where he works himself out of the philosophy of consciousness framework towards the Theory of communicative action, published in 1981. Approaching through the philosophy of consciousness, where the starting point is a subject's first-person relation to an object, is for Habermas a failure in political philosophy, ethics and philosophy of education. Instead one should employ a collective intersubjective perspective, that is, a subject-subject interaction perspective. This becomes the communicative approach, which in the following years becomes the framework of Habermas' discussion of Bildung, both in relation to philosophical ethics and in more specific discussions, such what is role of the university in modern society (3rd). To finish just some comments on the political philosophy, which Habermas presents in Between Facts and Norms from 1992, where he once again lets formation have a positive normative significance, but now in a collective communicative perspective (4th).
Method
Expected Outcomes
References
Apel, K.-O. 1967/72. Das Apriori der Kommunikationsgemeinschaft und die Grundlagen der Ethik, i Apel: Transformation der Philosophie, vol. 2, Frankfurt a.M.: Suhrkamp, 1973. Habermas, J. 1957. Das chronische Leiden der Hochschulreform, i Habermas 1981c. Habermas, J. 1959. Konservativer Geist – und die modernistischen Folgen, i Habermas 1981c. Habermas, J. 1961. Pädagogischer ”Optimismus” vor Gericht einer pessimistischen Anthropologie, i Habermas 1981c. Habermas, J. 1962. Strukturwandel der Öffenlichkeit. Neuwied: Luchterhand, 1976. Habermas, J. 1963. Vom sozialen Wandel akademischer Bildung, i Habermas 1981c. Habermas, J. 1964. Verwissenschaftlichte Politik und öffentliche Meinung, i Habermas: Technik und Wissenschaft als >Ideologie<. Frankfurt a.M.: Suhrkamp, 1969. Habermas, J. 1973. Erkenntnis und Interesse. Frankfurt a.M.: Suhrkamp, 1977. Habermas, J. 1981a. Theorie des kommunikativens Handelns, Bd. I-II. Frankfurt a.M.: Suhrkamp, 1988. Habermas, J. 1981b. Die Philosophie als Platzhalter und Interpret, i Habermas 1983b. Habermas, J. 1981c. Kleine politische Schriften (I-IV). Frankfurt a.M.: Suhrkamp. Habermas, J. 1983a. Moralbewuβtsein und kommunikatives Handlen, i Habermas 1983b. Habermas, J. 1983b. Moralbewuβtsein und kommunikatives Handlen. Frankfurt a.M.: Suhrkamp, 1991. Habermas, J. 1986a. Gerechtigkeit und Solidarität, i Wolfgang Edelstein og Gertrud Nunner-Winkler (red.): Zur Bestimmung der Moral. Frankfurt a.M.: Suhrkamp. Habermas, J. 1986b. Henrich Heine und die Rolle des Intellektuellen in Deutchland, I Habermas 1987. Habermas, J. 1986c. Der Idee der Universität – Lernprozesse. Zeitschrift für Pädagogik, 32(5), 703-18. Habermas, J. 1987. Eine Art Schadensabwicklung. Frankfurt a.M.: Suhrkamp. Habermas, J. 1988. Vom pragmatischen, ethischen und moralischen Gebrauch der praktischen Vernuft, i Habermas: Erläuterungen zur Diskursethik. Frankfurt a.M.: Suhrkamp, 1992 [1991]. Habermas, J. 1992. Faktizität und Geltung. Frankfurt a.M.: Suhrkamp. Hegel, G.W.F. 1807. Phänomenologie des Geistes. (Hoffmeister udg.) Hamburg: Felix Meiner, 1952.
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