Detailansicht
Erziehung im Denken der Aufklärung
die Philosophie der Pädagogik bei Rousseau und Kant
Bernd Gutmannsbauer
Art der Arbeit
Diplomarbeit
Universität
Universität Wien
Fakultät
Fakultät für Philosophie und Bildungswissenschaft
Betreuer*in
Herta Nagl-Docekal
DOI
10.25365/thesis.14566
URN
urn:nbn:at:at-ubw:1-30072.11565.223261-2
Link zu u:search
(Print-Exemplar eventuell in Bibliothek verfügbar)
Abstracts
Abstract
(Deutsch)
After a short inroduction the text explains the concept of Rousseaus three instances nature, man and things that provide education for the individual (1.1. - 1.1.3.). The complementay side is the education of society, that begins with criticizing culture (1.2. - 1.2.1.) and goes over the often misunderstood argument „Back to nature!“ with its two borders (1.2.2. - 1.2.2.2.) to the „direct democracy“ (1.2.3.), the most adequate fullfilling of freedom that is possible for people(s) living in society/societies.
Abstract
(Englisch)
After a short inroduction the text explains the concept of Rousseaus three instances nature, man and things that provide education for the individual (1.1. - 1.1.3.). The complementay side is the education of society, that begins with criticizing culture (1.2. - 1.2.1.) and goes over the often misunderstood argument „Back to nature!“ with its two borders (1.2.2. - 1.2.2.2.) to the „direct democracy“ (1.2.3.), the most adequate fullfilling of freedom that is possible for people(s) living in society/societies.
The second big part of the text concerns the education for the individual how Kant meant it (2.1.) and the goal of it: the education of the „human“ as a generic term (2.2.). For this point there has to be explained how Kant gets to a ethical approach and to the „public reason“ (2.2.2.3.) over his concept of pure and practical reason (2.2.1. - 2.2.2.2.) and additionally the basic principles of a constitutional state (2.2.2.4.).
The third main part concerns the education in the thinking of the Enlightenment, compares both writers and discusses three problems that seem to appear for the author of this text: 1. the paradoxon of education that shows when autonomy should grow out of heteronomy, 2. the problem of the right time to see education as completed for a good citizen, 3. the problem, that both Rousseau and Kant could be seen as authors that are not part of the thinking of the Enlightenment because one was an explicit enemy of it and more an author of the „era of sensitivity“ (Empfindsamkeit) and the other was the most important renewer of the concept of Enlightenment through his criticism and his thoughts about ethics which lets him be the crown of Enlightenment but not necessarily a part of it.
Schlagwörter
Schlagwörter
(Deutsch)
Kan Rousseau Pädagogik Erziehung Aufklärung
Autor*innen
Bernd Gutmannsbauer
Haupttitel (Deutsch)
Erziehung im Denken der Aufklärung
Hauptuntertitel (Deutsch)
die Philosophie der Pädagogik bei Rousseau und Kant
Publikationsjahr
2011
Umfangsangabe
136 S.
Sprache
Deutsch
Beurteiler*in
Herta Nagl-Docekal
Klassifikation
10 Geisteswissenschaften allgemein > 10.02 Philosophie und Theorie der Geisteswissenschaften
AC Nummer
AC08555837
Utheses ID
13064
Studienkennzahl
UA | 296 | | |