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Students acquire the insight that “Bildung” cannot be reduced only to school- or professional education but always contains the learning of the ability to take criticism and the possibility for self-empowerment and social liberation.

Based on the discussion of how to understand the historical and present concept of “Bildung” the question of current instrumentalization of “Bildung” and the resulting social implications arises. Later on, based on critical positions regarding current (and also historical) instrumentalization of “Bildung” thinking as well as on observations of (student) protest movements, it is concretized which conflicts and contradictions are evoked. This illustrates, how different approaches of “Bildung” generate different ideas regarding society (and autonomy).

Reading of texts, presentations, discussion.

Presentation, written course reflection, regular contributions to discussions.

- Adorno: Erziehung zur Mündigkeit

- Bernfeld, Siegfried: Sisyphos oder die Grenzen der Erziehung

- Dörpinghaus, Andreas u. a. Einführung in die Theorie der Bildung

- Freud, Sigmund: Die Fixierung an das Trauma das Unbewussten

- Hentig, Hartmut von: Bildung, Ein Essay

- Heydorn, Heinz-Joachim: Zur Aktualität der klassischen Bildung

- Horkheimer, Max: Begriff der Bildung

- Gronemeyer, Marianne: Simple Wahrheiten und warum ihnen nicht zu trauen ist

- Haselwanter, Martin: Die „Uni brennt“ – auch in Innsbruck!?

- Klafki, Wolfgang: Neue Studien zur Bildungstheorie und Didaktik

- Lederer, Bernd: „Bildung“: was sie war, ist, sein sollte

- Liessmann, Konrad Paul: Theorie der Unbildung

- Marx, Karl/Engels, Friedrich: Manifest der Kommunistischen Partei

- Ribolits, Erich: Bildung ohne Wert

mailto: Martin.Haselwanter@catbull.com