Institutions of education, then and today : the legacy of German idealism / / edited by Paul Cobben.

• Superior document: Critical studies in German idealism ; v. 2
• TeilnehmendeR: Cobben, Paul.
• Year of Publication: 2010
• Edition: 1st ed.
• Language: English
• Series: Critical studies in German idealism ; v. 2.
• Physical Description: 1 online resource (253 p.)
• Notes: Description based upon print version of record.
• Other title: Preliminary Material /; Institutions Of Education: Then And Today /; What Is “Desirable In Relation To Our Whole State”? An Approach To The Educational Goals Of Kant’s First Critique /; Rousseau And The Conflict Between The Educations Of ‘Man’ And ‘Citizen’ /; Gottsched’s Noble Lie. Moral Weeklies And The Educational Autonomy Of Women /; The Actual Meaning Of Hegel’s Concept Of Education /; Struggle For Recognition, Ethics Of Recognition, Loss Of Recognition /; Recognition Of Individuals And Cultures /; Globalization And The Culture Of Education /; Institutional Autonomy And Political Vocation Of The University. Which Model Of The ‘Republic Of Scholars’? (Kant, Humboldt, Fichte) /; Is It Still Possible To Recover Fichte’s Reflexions About Education? Notes On Fichte’s Aphorisms On Education (1804) /; Education, Identity, Integrity. Hegel’s Socio-Cultural Model Of Individuality From The Perspective Of His Conception Of Modern Civil Society /; Education In The Multicultural Society. The Search For A ‘Second Family’ /; Being One’s Own Self In A Fragmented Life. On The Problems Of The Classical Ideals Of Bildung Under The Conditions Of Current Social Reality /; Contributors /; Index /
• Bibliography: Includes bibliographical references and index.
• ISBN: 1282786970; 9786612786976; 9004184155
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Paul Cobben.

The theme of “Institutions of Education: then and today” not only corresponds with the basic questions raised in German Idealism, but is also central to the question of whether it is legitimate to study German Idealism in our era. Elaborating on this project immediately raises the problem of institutional differentiation, which characterizes multicultural society. Does the variety of educational institutions not, by definition, exclude the shared conception and realization of adulthood that is presupposed by German Idealism? This book shows that German Idealism can still participate in the contemporary debate on education: it is not only helpful in raising relevant questions, but can also be transformed into positions which can deal with the pluriformity that characterizes contemporary society.