Talk:Bildung

I believe that this entry needs to be filled out properly. Bildung does equate directly with education but rather it is a German term that has its roots in Hegelian thought and links directly with a role of education which is emancipatory in the sense that it is often associated with liberating the mind from tradition and superstition. Also, in this sense, this concept of Bildung is political and so, to link it directly with an American sense of education in its most normalized and generic sense, is a political move, that is intended to squelch a point-of-view which has much relevance to the field. Edunoramus (talk) 18:33, 29 May 2011 (UTC)

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The following is a translated from the German entry. This can be a starting point to fill out this entry. Edunoramus (talk) 18:33, 29 May 2011 (UTC)

Education (from Old High German bildunga, creation, image, shape ') is the shaping of the human being with regard to its " humanity ", his intellectual skills. The term refers to ("to be made) on both the process (" form ") and to the state. Corresponds to the second meaning of a particular cultural ideal (such as the Humboldt's ideal of education ), the aim of the education process is in the course. A sign of education, almost all educational theories have in common, can describe themselves as the reflected relationship to themselves, to others and the world. The modern dynamic and holistic concept of education is the lifelong process of human development, in which his spiritual, cultural and life skills and his personal and social skills expanded. However, it may be no perfect man, individual plants as well as temporal, spatial and social conditions, set the realization of a however defined educational ideal limits. Contents [Verbergen] 1 Concept development 2 The historical development of the educational concept 2.1 The beginnings 2.2 The catchment of the term "education" in the pedagogy 2.3 The turn to subjectivity 2.4 The programmatic turnaround 3 Learning, Education, Education 4 Early Education 5 Education and Social Inequality 6 Education Objectives 7 The accompanying pedagogical education process (Klafki) 8 questions to form 9 See also 10 References 11 Weblinks 12 single evidence [ edit ] conceptualization

Education is linguistically, culturally and historically conditioned term with a very complex meaning. Finding a precise, or even better standard definition of the concept of education proves therefore be extremely difficult. Depending on the orientation and interests of varying views about what constitutes "education" should be understood as significant. Education refers to image and thus back into our century taken Genesis passage (1st Book of Moses, 26 f.), after the God man in his image. At the same time it is forbidden to this creature, to get an image of God. " - Kate Meyer-Drawe : 1999, p. 161 The term education was from the medieval theologian and philosopher Meister Eckhart in the German language introduced. [1] He meant for him the "learning of serenity" and was "God's cause" considered "that the man of God would like". Wolfgang Klafki described education as "Erschlossensein a rem and spiritual reality of a people - that is the objective or material aspect, but that also means: Erschlossensein this man for this, his reality - that is, the subjective and the formal aspect also in the 'functional' as in, methodical 'sense. " [2] After Bernward Hoffmann education is the unfolding and development of intellectual and spiritual values ​​and systems of a person through formation and education as understood. The term is derived from "picture" to give a material form and essence. The word education has come down to mere formal description of knowledge. Education is then not far from fancy or referred to only what utilitarianism of the rulers just society deemed important. [3] After Daniel Goeudevert education is "an active, complex and never ending process, a happy process an independent and autonomous, problem-solving skills and life which can result in efficient personality. Education can not therefore to knowledge may be reduced to knowledge was not the aim of education, but is indeed a tool. In addition, set educational discernment, reflection and critical distance from the information offer. This contrasts with the half-education, or, if adaptation as opposed to reflective distance to go, and the assimilation (sociology). An alternative definition is with Kössler: "Education is the acquisition of a system morally desired attitudes by the students to acquire knowledge in such a way that people define define its socio-historical world, selecting, rating, and taking in their location, personality profile get and gain life and action orientation. One can instead say, education causes identity [.] " - Henning Koessler : Education and identity. In: Henning Koessler (eds.): Identity. Five lectures. Erlangen 1989, p. 51-65, here p. 56 To escape the dilemma theory to unilaterally increase the subjective or objective side of education, it features Tobias Prüwer as an open process that takes place in particular as a verbally mediated situate in the ratio of self, world and social world around us. He proposes a "post-modern" style: "skepticism and criticism are major characteristics of education: Differentiation and distinction lay sharpen the basis for a sovereign independent discretion and discernment, and qualify the individual world view. Education is also aimed at the open and enable the device within the constraint logic in mind. In the concept of education enshrined in the recognition of different and equal forms of life also is a radical-democratic element. "Tobias Prüwer [4] While in our everyday thinking and acting of the very concept of education in terms of "instruction" and "knowledge" is connected, it has been since Wilhelm von Humboldt of the theory and the pro extended. According to Hartmut von Hentig "get" the word-formation since the moment of independence, thus the security picture of the personality. [5] Humboldt himself stated: "There is absolutely certain knowledge which must be universal, and even more have some form of sentiment and character, may not have the no. Everyone is obviously only good craftsman, businessman, soldier and businessman, when he himself and without regard to their particular profession a good, decent, enlightened man, according to his rank and citizens. Is it the school, which is required for this, he acquired the special skill of his profession after so easy and always retains the freedom, as in life, as often happens, from one to another to pass. " [6] The word education is a typical German word, it stands in specific relation to ' education '. These in the German occupied terms are different in English "education" collectively. The term shall be delineated by further terms, that he often used colloquially synonymous: the terms of knowledge, intellect and sophistication. The term education includes however (depending on the interpretation of the concept of education to varying degrees) facets of all three terms. In addition a certain proximity to the term maturity. [ edit ] The historical development of the educational concept

The concept of education learned during its development over time, a change of meaning. [ edit ] The beginnings Although the ancient concept of the training is still not so used, as we know, were the ideas that shape should this term, but already present. In Greek, the concept of Paideia to the concept of education be closely related.

Erasmus of Rotterdam The German term originated in the Middle Ages, probably as a concept creation Meister Eckhart in the imago Dei doctrine. The term is thus theological in origin. Form will be understood as constituted by God, in God's image. The human soul is made in terms of "simulated". Education is a process to which the individual has no control. It is not the role of human form, of course. The process will then be presented to the people outside. In this sense the term applies from Homo insipiens (Latin), the uneducated (stupid) man to be seen owing to a real education Homo sapiens - wise man "- may have to be" the. An "educational push" there was in Europe in the Renaissance, in which the curiosity of people woke up and with the help of the Johannes Gutenberg first educational books could find more widespread art of printing developed. One of the read-most joyful "sculptor" at the time was the humanist Erasmus of Rotterdam, the 100 education wrote books about and already recognized early: People are not born but brought up! The With his books he wanted to contemporaries and to posterity education convey his and made ​​it clear : Nothing is inherently a virtue and education - without it ceases to be human, to be human. [ edit ] The arrival of the term "education" in the pedagogy In view of the destruction during the Thirty Years War is hoping Comenius a peaceful world order from the fact that people in human behavior to be guided from childhood. How to Hold the concept of education entered the teaching. Then used the Latin word eruditus ("formed", "enlightened") means etymologically . Such a man's departure from its original rudeness Comenius expected (288 years before Ludwig Wittgenstein ) of care in thinking and speaking: "Nossen et rerum differentias unumquodque posse suo nomine insignare." "Can know the difference of things, and call each by name." (Ianua linguarum reserata - SprachenThür Opened 1631).

Immanuel Kant The 18th Century emerging new picture of a man enlightened, scientific categories of thinking and acting people also formed in the concept of education to. Through the examination of German authors with Shaftesbury term is the secularized. The theological importance of giving way to a meaning which approaches the platonic. Man should no longer become the image of God, but the goal is the human perfection. This idea, among others at Pestalozzi (evening hours of a recluse), Herder (ideas), Schiller and Goethe (Wilhelm Meister). Immanuel Kant spelled out in his essay on the education mission of education, when he writes: "The pedagogy or educational theory is either physically or virtually. [...] The moral is practical or the one by which man is to be made so that he could live as a free agent. [...] It is education for personality, education of a free acting being, which maintain themselves, and make up in society, a member may have for themselves, but an inner worth. " Were the educational objectives before the Enlightenment still given by God, they are now determined by the need for people to live in a society. The idea is to shape the "gross mass" man so that he could become a useful member of society. In this forming process existing systems are developed. But still educational goals are not set by the individual, but are ideal images, the eternal validity of the individual claim independent (see theory of ideas ) and the individual be approached with the outside of. [ edit ] The turn to subjectivity The German idealism applies the concept of education to the subjective. Education is seen as education of the mind that creates itself. This in Johann Gottlieb Fichte 1726-1814) process can be described (in the formula summed up: "That as I work my self." Moreover, it is spruce, the reasons for his concept of education for the first time on objective facts. The aim is - as in the Enlightenment - the genesis of a perfect personality. Perfect is a person when a harmony between heart, mind and hand "exists. [ edit ] The programmatic turnaround Wilhelm von Humboldt finally rises to the education program. The need to educate themselves, be created within man and should only be awakened. Each training will be made available. Humboldt creates a multi-tier school system in which everyone will be promoted according to his ability and according to the requirements set by the company to him. However, when it comes to Humboldt's ideal of education is not empirical knowledge, but still the training / improvement of the personality and the pursuit of individuality. This "security picture" is not operated to achieve a material goal, but for the sake of its own perfection. Civil status symbol and measurable asset that must be linked to the practical life, education only with the bureaucracy, in the form of high school curricula. Education alone is not enough in more, but will benefit and bring profit if possible. Education is a status symbol in society and for social demarcation criterion. Thus Friedrich Paulsen writes in 1903: "If I my feeling for the language very carefully explore, I find this: is formed by anyone who works with your hand, to dress properly and behave white, and a say on all things that in society the question is, can. A sign of education is the use of foreign words, that is the correct one: who engages in the wrong size or the debate that brings to its formation is an unfavorable prejudice. However, the education as good as proved, if he can foreign languages ​​[...]. This brings us then to the final and decisive feature: made is, who has been through a 'higher' school, at least until Untersekunda [10 Class. Editor's note], of course, 'success'. "(Paulsen, 1903) For the evaluation of education, he continues: "And to let the success, and therefore the possession of education are no doubt, now in Germany generally means that the students tested at the conclusion of Untersekunda and issued to him on the formation of a certificate is .[...] Thus would we have also set by the state standard of education: it belongs to what is learned in the first six month courses of secondary schools ;[...]"( Paulsen, 1903) The history of the education term can be traced to this over time, not one, but several connotations has received, from the religious significance of the personality development to product formation. In the German Empire (1871-1918) finds the turning point of Humboldt's educational content to more modern teaching content rather than out. [7], contemporary societal debates in education concept with all these connotations simultaneously or in part, uses, depending on what context the statement is in. Possible contexts include: social differentiation, economic interests or political goals. Generalization can really be said is that most definitions point to the coming of age aspect of the term "education". The terms and concept creations, which meant the context of language come in, including education, poor education, general education, educational policy, educated families, etc. How do not last the discussion of the PISA study shows, schools are now also the general becoming more and more obvious in the aspect of the "optimization of learning processes in terms of their relevance for economically useful work" (Ribolits, 13) evaluated. [ edit ] Learning, Education, Education

The human ability to learn to be able to, is the basis for education and training. In the process of education for children and young people are introduced by the educational leaders (parents, educators, teachers, youth leaders) in the adult world. You learn this rules, norms and behavior, but also individual thought and action. The road to self-understanding is through the foreign understanding, ie the understanding and appropriation of the surrounding world. While education means more external control pulses of personality development, education is significantly related to processes and results of individual processing and acquisition. Education is in contrast to training or Vocational education is not directly tied to economic ends. The acquisition of general education degrees, particularly the baccalaureate, but is often a prerequisite for access to well-paid professions. On the problem of competition between education and training Pestalozzi Johann Heinrich commented as follows: "General education rise of the internal forces of human nature to pure human wisdom is of a general educational purposes and the lowest man. Practice, application and uses his strength and wisdom in the special situations and circumstances of mankind is ethics and professional education. This must always be the general purpose of the human form be subordinate to ... not human, is lacking the basis for the formation of his immediate destination. Who " Johann Gottfried Herder's thoughts are similar to those of Pestalozzi, "People, we are more than we are professionals! From what we know as human beings and have learned as youths, education is our best utility for us here by himself, without anxious consideration, which would make the state from us. If the blade is sharpened, so you can cut all kinds of it. " Since general compulsory education (Germany) is, educational processes, at least not at first voluntarily initiated. Because in our society, knowledge is required for life is an external pressure to include as much information. Knowledge and learning alone does not result in education, therefore, can not also a canon of knowledge-based education to be more than an important tool in promoting education. Friedrich Paulsen speaks in an encyclopedic handbook of education from 1903 on this subject as follows: "Not the weight of what white [man] or learned that education does matter, but has the strength and character, which [man] is appropriated and to use to view and assess the present understanding him. ... The substance does not decide about education, but the form. " Thus would arise that education attainment, the reward main learning outcomes, as only limited educational qualifications would fit.

Triangle of elementary education skills A good symbolism for the elementary aspects of education, they (should) be learned in school education across disciplines, resulting from an equilateral triangle, since each side has equal rights. The three sides are symbolic of this knowledge, thinking and communication skills. Knowledge comprises the knowledge content (declarative knowledge), thinking the other hand, the different strategies to gain knowledge such as problem solving, describing, explaining, interpreting, etc. Under communication skills in this context, a person's ability to understand his thoughts, ideas, theories, etc. other to make transparent, and vice versa put themselves into the minds of other active. An alternative picture would also arise by a three-legged stool where each leg represents one of the aspects of education. Is one leg longer (shorter) than the other two legs, then the stool is unstable in its focus. These fundamental aspects of education constitute both the basis for all further aspects of education, as moral thought and action, creativity and artistic abilities and instrumental skills. In this sense, these three aspects are called the elementary skills of education. [ edit ] Early Education

Increasing importance, with repercussions on the debate on school education, early education of children to win in the first years of life. While still in the 1950s and 60s by "stupid first year," said, and wanted to describe the formation inability of young children, today is general knowledge that education no later than the birth and then starts down at top speed, the substantive requirements of all subsequent formation processes. Important stimuli, this process by the brain research experience. See also: early education and early childhood education [ edit ] Education and Social Inequality

"School is an institution that distributes life chances." [8] The education effort is the result of the influences of the environment and individual choice. [9] In general, correlate almost all societies social status of parents and formal education of children positive in each other. This means that low educational attainment (or lack thereof) are to be found mainly in the lower social classes. Through acquisition of education and social advancement is possible. With "education" and the expansion of the education system in the past was often associated the hope to reduce social inequalities. The fact that the longed-for "equality" is an illusion at, the French sociologist Pierre Bourdieu and Jean-Claude Passeron already in the 1960s showed. There are national differences. In international comparison Germany determined in the social origins in a particularly high degree of educational success. Numerous school performance studies ( LAU study, PIRLS study , PISA ) have shown that children of uneducated parents even then often lower school form a recommendation to get one as children of parents with higher education if the cognitive, literacy and math skills are equal. Education can serve under such conditions, social inequality, to reproduce and legitimate, because the "failure" in the education system often interpreted as an individual disability and is experienced. In Germany, currently in a special way children and young people from immigrant families affected by educational disadvantage. Then a professional discussion responds to the question, what are requirements of an appropriate education policy and educational practice in the immigration society. A study by the University of Augsburg in 2007 also points to a clear difference between rural and urban children. Sun change in Swabia (Bavaria) in the country, only 22 percent of girls from primary school to high school. In the city the other hand, 44 percent of girls go to secondary school - the same notes. Despite [10] See also: Bildungsparadox, equal opportunities , reproduction (education) , workers' children , geography education , educational disadvantage and DSW Social Survey [ edit ] Education Goals

A narrow canon of educational goals are contrary to the individual character of any education, the plural constitution of human rights founded democracies and the broad cultural spectrum of the developing world society. Therefore, the targets below should not be construed as general education ideal, but rather as an elementary-signs. They too are in a certain tension to the dominant feature of the education and training system to prepare for the occupation, in the often very different skills and attitudes are required. But if the free development of personality, if you want to fraternity among the people and equal rights for all as being standards of decent existence are emphasized arise for education and manifold goals, such as: Openness to the spheres of truth, goodness and beauty (in the sense already of ancient philosophy, with its three branches of logic , ethics and aesthetics ); Participation in cultural life, in art and music; Creativity and self-control; self-determined actions, judgment- and analytical capability, performance and ability, political skills; Compromise and peace skills, sense of responsibility for nature and environment, respect for all things living, which we are part. Charity and helpfulness, sense of justice, solidarity and capacity for action ; Tolerance, more than respect for the individuality and conviction of the other; manifold skills of living and coping with everyday life, including practice and qualifying for the working life skills and the mastery of basic culture techniques; Health awareness and appropriate personal hygiene, and sportiness. [ edit ] The accompanying pedagogical education process (Klafki)

That of Wolfgang Klafki developed concept of the categorical structure based on "the idea of reciprocal mutual interrelatedness of the world and individual." [11] It divides the concept of education into two main groups, the material and formal education. In both groups Klafki differs still further periods of two basic forms: within the material forming the educational theory Objectivism and the theory of classical training and formal education as variants of the functional and methodological training. This division means specifically: Theoretical education Objectivism says that only man is formed, which is much knowledge as possible appropriates. Educational theory of the classical understands education as "any operation or as a result of a process in which the young man in the encounter with the classical, the higher spiritual life, the meanings, values ​​and ideals of his people or cultural group to adopt it in and this ideal in figures his own spiritual existence only really wins. [12] as a "classic" are might educational content What could, but never one time have been mapped all, but was dependent on historical-critical appropriation and an ongoing process of building a convincing role models. The core of the functional theory of education can be formulated according Klafki in a few sentences. The essence of education are not recording and acquisition of content, but shaping, development, maturation of physical, mental and spiritual forces. The second basic form of formal education Klafki Lemensick calls for methodical training. She turns to the educational process. Education here means acquisition and mastery of thought, emotion category, values, in short: the method. [13] From Klafki view education aims at teaching and learning of three fundamental objectives: Ability to self-determination , Participation skills , Solidarity ability. Expanding called by him the following: Analysis of the concept of the universal, as "Held us all end" should be understood Education should encompass all dimensions of human ability in humans. Education should all basic dimensions of human capabilities in vonstattengehen, which means cognitive functions beyond: artisanal and technical education, Interpersonal relationship training opportunities aesthetic perception, design and ability to judge ethical and political act. In learning specific attitudes and skills are to mediate and to purchase: Critique of tolerance and capacity, including capacity for self-criticism, Willingness and ability of argument, Empathy , Ability to networked thinking. [ edit ] Questions for the formation

How to measure training ? How can the quality of education compare? See school performance studies, central high school. What has reading to do with education? Are illiterate uneducated and unrealistic? [ edit ] See also

Portal: Education - Overview of Wikipedia content on education General Education Illiteracy Plasticity Educational mission Canon formation Education Developmental Psychology Education Common sense Childhood Art Education [ edit ] References

Introductions Andreas Dörpinghaus, Andreas Poenitsch, Lothar Wigger (2006): Introduction to the Theory of Education, Darmstadt, ISBN 3-534-17519-0 Armin Bernhard. In Education: Armin Bernhard, Lutz Roth (ed.): Critical Pedagogy. Stuttgart 2001 ISBN 3-8252-8214-7 Anja Durdel: Education as a construction term. Verlag Dr. Kovač, Hamburg 2002 (education-teaching-training, 93), ISBN 3-8300-0570-9 Hartmut von Hentig : education. An essay. Munich, Vienna 1996 ISBN 3-407-22158-4 (ISBN 5th edition, 2004) Encyclopedia Article Rudolf Lennert, Diethelm Michel and others: education. In: Encyclopaedia of Theology 6 (1980), ISBN 3-11-008114-8, p. 568-635 - va (term) history Ernst Lichtenstein. Education In: Joachim Ritter et al. (Ed.): Historical Dictionary of Philosophy, Volume 1 A-C, Basel / Stuttgart 1971, ISBN 978-3-7965-0692-5 , p. 921-927 Friedrich Paulsen : Education. In W. Rein (eds.): Handbook of Education Encyclopädisches second. Edition, Langensalza 1903, p. 658-670 Georg Zenkert: Art Education. In Religion in the past and present. 4. Edition, Vol 1, 1998, p. 1578-1582 Vertiefende Lektüre Arbeitsgruppe Alternative Wirtschaftspolitik 2006: Gegen Privatisierung und Ausgrenzung – Gute Bildung für alle [1] Barbara Maya Albrecht: Von Bienen, Türmen und Künstlern - Gestaltung in Bildungsprojekten einsetzen; in: Norbert Kühne : Praxisbuch Sozialpädagogik, Band 7, Bildungsverlag EINS, Troisdorf 2009, ISBN 978-3-427-75415-2 , S. 120–151 Herwig Blankertz : Bildung im Zeitalter der großen Industrie. Hannover 1969, ISBN 3-507-38142-7 Georg Bollenbeck: Bildung und Kultur. Glanz und Elend eines deutschen Deutungsmusters. Suhrkamp, Frankfurt am Main 1996 (suhrkamp taschenbuch, 2570), ISBN 3-518-39070-8 Pierre Bourdieu, Jean-Claude Passeron: Die Illusion der Chancengleichheit. Untersuchungen zur Soziologie des Bildungswesens am Beispiel Frankreichs. Klett, Stuttgart 1971, ISBN 3-12-921120-9 Günther Buck: Hermeneutik und Bildung. Elemente einer verstehenden Bildungslehre. Wilhelm Fink Verlag, München 1981, ISBN 3-7705-1913-2 Heidemarie Dobner: Bildung - ein Menschenrecht. Springer Wien 2007, ISBN 978-3-211-48966-6 Daniel Goeudevert: Der Horizont hat Flügel. Die Zukunft der Bildung. München 2001, ISBN 3-548-75086-9 Heinz-Joachim Heydorn : Über den Widerspruch von Bildung und Herrschaft. 1970 (Band 3 Heydorn-Studienausgabe 2004: ISBN 3-88178-333-4 ) Wolfgang Klafki : Neue Studien zur Bildungstheorie und Didaktik. Zeitgemäße und kritisch-konstruktive Didaktik. Beltz, Weinheim und Basel 1996, ISBN 3-407-34056-7 Edmund Kösel : Die Modellierung von Lernwelten: Band I: Die Theorie der Subjektiven Didaktik, Band II: Die Konstruktion von Wissen. Band III: Die Entwicklung postmoderner Lernkulturen. Ein Plädoyer für den Umbau der Schule. 2. Aufl. 2008 alle Bahlingen. Henning Kössler: Bildung und Identität. In: H. Kössler (Hrsg.): Identität. Fünf Vorträge. Erlangen 1989 (Erlanger Forschungen, Reihe B; Bd. 20), ISBN 3-922135-59-5, S. 51-65 Jochen Krautz: Ware Bildung − Schule und Universität unter dem Diktat der Ökonomie, Diederichs im Heinrich Hugendubel Verlag, Kreuzlingen/München 2007, ISBN 978-3-7205-3015-6 , 249 S. Konrad Paul Liessmann : Theorie der Unbildung. Zsolnay, Wien 2006, ISBN 3-552-05382-4 Erich Ribolits: Die Arbeit hoch? Berufspädagogische Streitschrift wider die Totalverzweckung des Menschen im Post-Fordismus. Profil, München und Wien 1995, ISBN 3-89019-362-5. Friedrich-Schiller-Universität Jena (Hrsg.): Das Spezifikum universitärer Bildung. Jena 2007, ISBN 978-3-938203-56-9 Gerhard Stapelfeldt (Hrsg.): Der Aufbruch des konformistischen Geistes. Thesen zur Kritik der neoliberalen Universität. Verlag Dr. Kovac, Hamburg 2008, ISBN 978-3-8300-2898-7 Tobias Prüwer: Humboldt reloaded. Kritische Bildungstheorie heute. Tectum Verlag, Marburg 2009, ISBN 978-3-8288-9991-9 Canon formation Tatjana Alisch, Angela Sendlinger (Redaktion): Allgemeinbildung – Das ganze Grundwissen von heute in Frage und Antwort, Compact, München 2007, ISBN 978-38174-6081-6 Bertelsmann Lexikon Institut: Das aktuelle Buch der Allgemeinbildung, Wissen Media Verlag, Güterloh/München 2003, ISBN 3-89996-485-3. (Der Band enthält eine CD-Beilage mit Testfragen.) Jonathan Byron: Jonathan Byron's Bildungsnavigator für unordentliche Leser, Thiele Verlag, München/Wien 2007, ISBN 978-3-85179-002-3 Ernst Peter Fischer : Die andere Bildung. Was man von den Naturwissenschaften wissen sollte. , Ullstein, 2003, ISBN 3-548-36448-9 Manfred Fuhrmann : Der europäische Bildungskanon des bürgerlichen Zeitalters. Insel-Verlag, Frankfurt/Main und Leipzig 1999, ISBN 3-458-16978-4 Bodo Harenberg (Idee u. Hrsg.): Harenberg Kursbuch Bildung – Das erste interaktive Lexikon, Harenberg Verlag, Dortmund 2003, ISBN 3-611-01154-1 Meyers Lexikonredaktion (Hrsg.): Meyers Memo – Das Wissen der Welt nach Sachgebieten, Meyers Lexikonverlag Mannheim/Wien/Zürich, © Deutsche Ausgabe: Bibliographisches Institut & FABrockhaus AG, Mannheim 1991, ISBN 3-411-07311-X Michel Serres und Nayla Farouki (Hrsg.): Thesaurus der exakten Naturwissenschaften, Verlag Zweitausendeins, Frankfurt am Main 2001, ISBN 3-86150-365-4 ; (Der Band behandelt die Gebiete Astrophysik , Biochemie , Chemie , Genetik , Geowissenschaften , Informatik , Mathematik , Physik ) Dietrich Schwanitz : Bildung. Alles was man wissen muß. Eichborn, Frankfurt am Main 1999, ISBN 3-8218-0818-7. (Die Geisteswissenschaften werden dargelegt; die Naturwissenschaften werden nicht behandelt) Matthias Vogt : DuMonts Handbuch Allgemeinbildung, Reihe monte, Verlag DuMont-Monte, Köln 2002, ISBN 3-8320-8655-2 [ edit ] References

Wikiprojekte Wiktionary: Bildung – Bedeutungserklärungen, Wortherkunft, Synonyme, Übersetzungen Wikiquote: Bildung – Zitate Wikibooks: Umgangsformen: Bildung – Lern- und Lehrmaterialien Wikinews: Portal:Bildung – in den Nachrichten External Links Bildungs- und Erziehungserneuerung in Europa „Soziale Herkunft und Bildungschancen“: IABInfoSpezial mit Veröffentlichungen, Forschungsprojekten, Institutionen und weiterführenden Links Wie wäre es, gebildet zu sein? (PDF-Datei) Festrede von Peter Bieri (71 KB) Bibliothek für Bildungsgeschichtliche Forschung in Berlin Das schweizerische Bildungssystem Das österreichische Bildungssystem (PDF-Datei) Deutscher Bildungsserver bildungsbericht.de Expertise des Bundesministeriums für Bildung und Forschung. Zur Entwicklung nationaler Bildungsstandards (PDF-Datei; 1,67 MB) Bildungsausgaben in % des BIP [ edit ] References

↑ Meister-Eckhart-Brief 2005 des Thüringer Kultusministeriums. Auf der Seite Thüringer Bildungssymposium. ↑ Wolfgang Klafki: Studien zur Bildungstheorie und Didaktik. Weinheim/Basel 1975, S. 45. ↑ Bernward Hoffmann: Medienpädagogik. Eine Einführung in Theorie und Praxis. Schöningh, Paderborn ua 2003, ISBN 3-506-99522-7, S. 127. ↑ Humboldt reloaded. Kritische Bildungstheorie heute. Wissenschaftliche Beiträge aus dem Tectum Verlag, Band 12, Marburg 2009, S. 11. ↑ Hartmut von Hentig: Bildung. Ein Essay. Beltz 2004 ISBN 978-3-407-22158-2 ; S. 4 ↑ Zitiert nach: Peter Berglar: Wilhelm von Humboldt. Rowohlt, Reinbek 1970, ISBN 3-499-50161-9, S. 87. Aus: Wilhelm von Humboldt: Rechenschaftsbericht an den König, (1809), in: Flitner, A./Giel, K. (Hrsg.): Wilhelm von Humboldt. Werke in fünf Bänden. Darmstadt/Stuttgart 1960–81, Bd. IV, S. 218. ↑ Dazu grundlegend: Martina G. Lüke: Zwischen Tradition und Aufbruch. Deutschunterricht und Lesebuch im Deutschen Kaiserreich. Frankfurt am Main 2007, ISBN 978-3-631-56408-0. ↑ Schelsky, Helmut : Auf der Suche nach der Wirklichkeit. Düsseldorf 1965, S. 137 ff. ↑ Beschreibung der Bildungsanstrengung aus ökonomischer Sicht ↑ Max Hägler: Bayrische Landmädel immer noch Bildungsverlierer in taz, die tageszeitung vom 5. September 2007, Seite 18 ↑ studium kompakt - Pädagogik: Schulpädagogik kompakt: Prüfungswissen auf den Punkt gebracht. (Arnold, Pätzold) ↑ W. Klafki: Kategoriale Bildung. Zur bildungstheoretischen Deutung der modernen Didaktik. In: W. Klafki (Hg.): Studien zur Bildungstheorie und Didaktik. Beltz, Weinheim 1963 (10. A 1975), S. 30; Vgl. Klafki 1996, S. 20ff. ↑ “Kategoriale Bildung: zur Interpretation der Bildungstheorie Wolfgang Klafkis.“ (Joachim Ebert)

Fixing links ...?
Hi,

clicking the English language link on the German "Bildung" page leads to "Education" ("Berufsausbildung"), and not here. Perhaps this should be fixed (by someone who knows how to do that ...)

T 2001:4610:A:5E:0:0:0:4661 (talk) 22:45, 16 November 2014 (UTC)

Additional Materials
The following materials are suggested (off line by a user) as additional references to this article. See: https://www.psychologytoday.com/intl/blog/theory-knowledge/202007/bildung-cultivating-wellbeing-education-and-development and also: https://lenerachelandersen.medium.com/the-danish-secret-7e5e38750a01  --Lbeaumont (talk) 13:23, 21 January 2021 (UTC)

Also the book Bildung: Keep Growing, by Lene Rachel Andersen has been recommended as a resource and reference.