Education as "Bildung" in Hegel's Phenomenology

پژوهش نامه مبانی تعلیم و تربیت

Article 2, Volume 9, Issue 1 - Serial Number 17, September 2019, Pages 26-47   

Document Type: پژوهشی

DOI: 10.22067/fedu.v9i1.79795

Authors

saeed Azadmanesh^{* 1}; Khosrow Bagheri Noaparast²; Meysam Sefidkhosh³; Narges Sajadieh²

¹Tehran University

²University of Tehran

³Shahid Beheshti University

Abstract

The purpose of this research is to express the definition, aim, and conceptual components of education based on the process of formation of knowledge in Hegel's phenomenology. The definition of education is not possible without regard to the nature of knowledge, and educational ideas assume explicitly or implicitly a definition of knowledge. So this article was based on Hegel's theory of knowledge for the exploration of the nature and conceptual components of education. For this purpose, the methods of "concept interpretation" and "concept development" have been used. The research findings are as follows. "Bildung" as a definition of education is described as a process that seeks to promote the conceptual experience of pupils by understanding the inequities in their own lives which involve a movement from the past towards a rational future. The aim of education is formulated as "Reconciliatory Comprehensive Rationality." Then, the conceptual components of education were extracted as being "freedom-based", "historical", "Reconstructive", "Interactive", "Recognitional", "Error-tolerant" etc. Education as Bildung can inspire a new stream in the educational studies in Iran, which would promote the experience of human wisdom in the history and culture of this country.

Keywords

Education; Bildung; Hegel's Phenomenology; Process of Formation of Knowledge; Interaction; rationality

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