Theories of Bildung and Growth -- TABLE OF CONTENTS -- FOREWORD -- 1. INTRODUCTION -- PRELIMINARY REMARKS ON THE CONCEPT OF BILDUNG -- THE CONCEPT OF GROWTH IN PROGRESSIVEEDUCATION AND PRAGMATISM -- SOME HISTORICAL CONNECTIONS -- THE ARTICLES IN THIS WORK -- REFERENCES -- 2. SIGNS OF REALITY: The idea of General Bildung by J. A. Comenius -- INTRODUCTION -- COMENIAN DIDACTICS AND PEDAGOGICAL MODERNITY -- BILDUNG -- COMENIUS AND THE FOUR AGES OF UNDERSTANDING -- ALL FOR ALL AND THROUGHOUT -- COMENIAN RESEARCH METHOD -- REALISM OF RELATIONS AND THE SEMIOTIC BASIS OF BILDUNG -- CONCLUSION -- NOTES -- REFERENCES -- 3. JEAN-JACQUES ROUSSEAU ON ALIENATION,BILDUNG AND EDUCATION -- INTRODUCTION -- FROM THE NATURALISTIC READING OF ROUSSEAU… -- … TO THE BILDUNG-THEORETICAL READING OF ROUSSEAU -- ON EDUCATION -- CONCLUSION -- NOTES -- REFERENCES -- 4. THE SEARCH FOR THE TERM BILDUNG IN THE GERMAN CLASSIC -- THE DEFINITION OF THE EPOCHS -- THE TRANSITION FROM ENLIGHTENMENT TO IDEALISM -- CONTRARY OPINIONS - IRRECONCILABLE -- THE CONSEQUENCES OF DIVIDING THE CONCEPT INTO THEORY AND PRACTICE -- REFERENCES -- 5. FROM IMMANUEL KANT TO JOHANN GOTTLIEB FICHTE - CONCEPT OF EDUCATION AND GERMAN IDEALISM -- INTRODUCTION -- HISTORY AND ENLIGHTENMENT AS THE PROJECT OF HUMANKIND -- KANT AS A MODERN PEDAGOGUE -- FICHTE ON HUMAN PERFECTION -- THE THEORY OF INTERSUBJECTIVITY AND THE CONCEPT OF EDUCATIVE DEED -- CONCLUDING REMARKS -- NOTES -- REFERENCES -- 6. EDUCABILITY AND BILDUNG IN HERBART'S THEORY OF EDUCATION -- THE PHILOSOPHICAL CONTEXT: A CRITIQUE OF IDEALISM -- BILDSAMKEIT - THE EDUCABILITY OF A HUMAN BEING -- PEDAGOGICAL CAUSALITY -- MORAL EDUCATION AND A CHARACTER BILDUNG -- LEARNING-THEORETICAL CONSEQUENCES: A CRITIQUE OF CONSTRUCTIVISM -- Herbart: -- NOTES -- REFERENCES -- 7. WILHELM VON HUMBOLDT'S CONTRIBUTION TO A THEORY OF BILDUNG.

INTRODUCTION: NIETZSCHE'S CRITICISM OF BILDUNG -- COMMENTS ON THE TERM BILDUNG -- ASPECTS OF A THEORY OF BILDUNG AS DEVELOPED BY HUMBOLDT -- A Short Excursus on the Ancient Greeks -- But why this great enthusiasm for the Greeks? -- ALLGEMEINE BILDUNG -- ON CRITICISM OF HUMBOLDT'S IDEA OF BILDUNG -- COMMENTS ON THE HUMBOLDT RECEPTION IN GERMANY -- HUMBOLDT - IS HE RELEVANT TODAY? -- REFERENCES -- 8. THEODOR W. ADORNO - EDUCATION AS SOCIAL CRITIQUE -- EDUCATION AS BILDUNG AND AS ERZIEHUNG -- BILDUNG AS OVERCOMING HALBBILDUNG -- ERZIEHUNG AS CULTIVATING THE ABILITY TO RESIST -- CONCLUSION -- REFERENCES -- 9. WHAT IS BILDUNG? OR: WHY PÄDAGOGIK CANNOT GET AWAY FROM THE CONCEPT OF BILDUNG -- THE EDUCATIONALIZATION OF THE CONCEPT OF BILDUNG IN THE EIGHTEENTH CENTURY -- BILDUNG AS A NATIONAL CONSTRUCT -- BILDUNG AS SOCIAL DIFFERENTIATION -- BILDUNG AS EMANCIPATION -- THE REVIVAL OF BILDUNG AS SALVATION FROM PISA -- NOTES -- REFERENCES -- 10. THE GERMAN IDEA OF BILDUNG AND THE ANTI-WESTERN IDEOLOG -- ECONOMIC, TERRITORIAL, AND MILITARY GROWTH AND THE CLAIM OF IMMUTABLE INNER NATURE -- THE CULTURAL AND INSTITUTIONAL BREEDING GROUND OF THE THEORY OF BILDUNG AROUND 1900 -- DOMESTIC NATIONAL DEFENSE IN 1917: THE ENTRY OF EDUCATION AS A UNIVERSITY SUBJECT -- THE GERMAN MISSION, PERSÖNLICHKEIT, AND BILDUNG -- BUILDING ON AN EDUCATIONAL EMPIRE: GEISTESWISSENSCHAFTLICHE PÄDAGOGIK -- NOTES -- REFERENCES -- 11. SOME THINGS NEVER CHANGE: THE INVENTION OF HUMBOLDT IN WESTERN HIGHER EDUCATION SYSTEMS -- INTRODUCTION -- THE HOMOGENIZATION OF EDUCATIONAL POLICY: THE DAWN OF A NEW INTERNATIONAL IDEOLOGY -- HETEROGENEITY AS A RESPONSE TO POLITICAL TENDENCIES FOR HOMOGENIZATION -- THE PERPETUAL DECLINE OF THE UNIVERSITY: THE DISCOURSE OF CRISIS AND THE CONTINUOUS REDISCOVERY OF HUMBOLDT IN WESTERN EUROPE AND NORTH AMERICA -- NOTES -- REFERENCES.

12. EMERSONIAN SELF-CULTURE AND INDIVIDUAL GROWTH: THE AMERICAN APPROPRIATION OF BILDUNG -- INTRODUCTORY REMARKS -- ETHICAL GROWTH: SELF-CULTURE AND INDIVIDUALISM -- ONTOLOGICAL GROWTH: ENLARGING PERSPECTIVES -- CRITICAL CONCLUDING REFLECTIONS -- NOTES -- REFERENCES -- 13. HORACE MANN ON GROWTH, THE PEDAGOGICAL METHOD AND PUBLIC SCHOOL: Three Early Themes of Progressive Education in Democratic Society -- INTRODUCTION -- HORACE MANN -- SOCIAL ACTION, FREEDOM AND AUTONOMOUS THINKING -- VERBAL ACTIVITY, GROWTH AND TEACHING -- TEACHING AS INTERPRETATION -- DEMOCRATIC SOCIETY AND PUBLIC SCHOOL -- CONCLUSIONS -- NOTES -- REFERENCES -- 14. WILLIAM JAMES'S EDUCATIONAL WILL TO BELIEVE -- TEACHING AS AN ART: ON JAMES'S PSYCHOLOGY AND PEDAGOGY -- THE WILL TO BELIEVE AND EDUCATION -- CONCLUSION -- NOTES -- REFERENCES -- 15. THE ORIGINS AND EDUCATIONALSIGNIFICANCE OF JOHN DEWEY'S PHILOSOPHY -- INTRODUCTION -- THE ORIGINS OF DEWEY'S THOUGHT -- Pragmatic maxim against the individual speculati -- Copernican revolution against Cartesian quest for certainty -- PHILOSOPHY AS A GENERAL THEORY OF EDUCATION -- Thinking as an inquiry -- The conditions of growth -- Communication and the formation of self -- SUMMARY -- NOTES -- REFERENCES -- 16. GEORGE HERBERT MEAD: FORMATIONTHROUGH COMMUNICATION -- INTRODUCTION -- THE THEORETICAL BACKGROUND: THE SOCIAL ORIGIN OFREFLECTIVE CONSCIOUSNESS -- The intersubjective origin of self-consciousness -- The intersubjective origin of thought -- Social objects and the 'conversation of gesture -- 'Taking the attitude of the other' -- MEAD'S THEORY OF EDUCATION -- DISCUSSION: FORMATION THROUGH COMMUNICATION -- NOTES -- REFERENCES -- 17. EXPERIENCING GROWTH AS A NATURALPHENOMENON: JOHN DEWEY'S PHILOSOPHY ANDTHE BILDUNG TRADITION -- INTRODUCTION -- EARLY DEWEY: A PHILOSOPHER OF BILDUNG? -- From Idealism to Instrumentalism.

Dewey's early educational philosophy -- DEWEY'S EXPERIMENTAL PERIOD: TOWARDS A NATURALISTICACCOUNT OF GROWTH -- Educational implications of instrumentalism -- Bildung and Dewey's middle period philosophy of education -- Growth as building of new habits of action -- Growth to democracy -- GROWTH OR BILDUNG: DEWEY'S NATURALISTICPHILOSOPHY AND EDUCATION -- Dewey's 'Hegelian deposit' -- A Naturalist Considers Bildung. -- NOTES -- REFERENCES -- 18. DEWEY'S PROGRESSIVE EDUCATION,EXPERIENCE AND INSTRUMENTAL PRAGMATISMWITH PARTICULAR REFERENCE TOTHE CONCEPT OF BILDUNG -- PRAGMATISM AS SALVATION? -- A DIGRESSION ON THE TERM BILDUNG -- DEWEY'S CRITICS: "PRAGMATIC ACQUIESCENCE" AND"HALF-HEARTED NATURALISM" -- GROWTH - THE TERM AT THE HEART OF A NATURALISTEDUCATIONAL PHILOSOPHY -- CRITICISM OF PRAGMATIC AND PROGRESSIVE EDUCATION IN THE USA -- THE CHILD-CENTRED TURN AND THE DEMOCRATISATION OFSCHOOLS IN THE WEIMAR REPUBLIC -- DEWEY'S AND DILTHEY'S UNDERSTANDING OF "EXPERIENCE":RELATED CONCEPTS? -- REFERENCES -- 19. BETWEEN BILDUNG AND GROWTH: CONNECTIONSAND CONTROVERSIES -- NOTES -- REFERENCES -- AUTHOR DESCRIPTIONS.