Bildung Tradition and Kantian Philosophy

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Table of Contents

Abstract
Introduction
Summary and Context
Critical Analysis
Conclusion
References

Abstract

The Bildung tradition can be defined as a set of beliefs and principles regarding the role of education, person, and state. Although this concept appeared in Germany in Medieval times, it became central during the nineteenth century. Its wide spread was facilitated by the Kantian philosophy grounded in the principles of self-perfection and responsible input into the growth of the entire society. The Bildung tradition was the basis for the transformation of Prussia of the eighteenth century into a potent Germany at the end of the nineteenth century. This framework, initially guided by the principles of cosmopolitanism, led to the evolvement of nationalism in Germany. The ideals of this paradigm are still present in the modern education system of the country, which is beneficial for the further growth of German society, as well as the entire western world where Bildung concepts are shared.

Introduction

Kantian philosophy has had a far-reaching effect on German and broader Western society. Although it is associated with the period of German idealism, the ideas and principles articulated by Kant seem relevant these days (Smith, 2020). The thinker’s vision of the role of education and its essence contributed to transforming feudal Prussia into a modern and powerful Germany that has become one of the leading nations in the twentieth century (Sanderse, 2019). The primary idea behind the concept is each person’s desire to self-develop and be a good citizen. The role of the state and the individual are described quite clearly in terms of the approach (Alves, 2019). Interestingly, the Bildung tradition was grounded on the principles of cosmopolitanism, but it became the ground for the development of nationalism in Germany in the nineteenth century (Sanderse, 2019). This paper includes a brief analysis of Bildung, with a certain focus on its links to Kantian ideas, as the tradition that shaped Germany in the nineteenth century and is still relevant.

Summary and Context

At the beginning of the nineteenth century, Prussia was quite a weak state with territories without close ties. As far as the educational sphere is concerned, it was characterized by the focus on vocational training as individuals were trained to master some trades (Sanderse, 2019). Only a limited group of people had access to higher education, but it was too general with its focus on classical languages. The technological progress that transformed European countries was also changing Germany. The education system could not satisfy the needs of new times, and the ideas of Bildung became the basis of the new educational paradigm. The role of educators was to help students to self-develop and become responsible citizens to contribute to the growth of their nation. People were to have general knowledge and master some trade, be able to advance humanitarian disciplines and innovate (as well as use) technology. The tradition evolved throughout the nineteenth century and became the basis for the further growth of nationalist ideas and ideals. At present, some major principles of Bildung are still apparent in Germany, being the basis of this country’s empowerment and economic progress.

Critical Analysis

The Bildung tradition has quite deep roots and can be found as far back as the Middle Ages. In the 14th century, the concept was already used in Germany, but it had religious connotations (Alves, 2019). The idea behind the concept was the person’s desire to build the image of God and be spiritually perfect. Constant spiritual self-development was at the core of this religious connotation.

In the eighteenth century (the era of Enlightenment), religious morality and scientific ideals were intermingled, which was manifested in the Kantian philosophy of education (Ferrer, 2017). The philosopher emphasized that a learner had to strive for permanent self-development. Teachers were to guide their students and take into account their peculiarities and needs, making education learner-centered. Morality was an important constituent part of this framework as all people had to be willing to use their knowledge and skills to contribute to the development of human society. In a way, people were to be guided by Christian values to work well to achieve good for all (Ferrer, 2017). These principles were gaining momentum in the second half of the eighteenth century, but they obtained a great influence in the nineteenth century.

As mentioned above, Prussia was in a difficult economic and sociopolitical situation in the nineteenth century. The defeat from the French army was a serious challenge for German society that paved the way for the evolution of the nation (Sanderse, 2019). The Bildung tradition was crystalized in a particular paradigm that guided the growth of the education system of the country. One of the major benefits of these transformations was the idea of universal education where all people or at least, the vast majority of citizens, had the right and even responsibility to study. Young people were able to study humanitarian disciplines contributing to the development of philosophy, linguistics, political sciences, and others. At the same time, young generations could also enrich the arrays of skilled workers and even innovators, who could help the country grow economically.

The cultural aspect is an important element of the Bildung tradition, and it played an essential part in the rise of German nationalism. The very word bildung can hardly be translated into English directly, but the concept of culture is principal (Immonen, 2021). The Bildung tradition is multifaceted as it implies individual and autonomous self-development and the creation of culture shared by a group of people. The greatest value for everyone was personal growth and contribution to the evolvement of the community and nation (Sander, 2019). As mentioned above, initially, the focus was on humanity at large and all people’s responsibility to contribute to the evolution of human society.

Nevertheless, in Germany, it soon acquired the features of nationalism that had both positive and negative outcomes. On the one hand, the Bildung tradition was instrumental in uniting different groups of German society and building the German nation (Sanderse, 2019). On the other hand, it led to the rise of nationalism and the empowerment of the Nazi regime, which resulted in the most devastating war in the history of humanity. The Bildung framework encompassed quite a clear vision of the role of the state and the individual. The responsibility of the citizen was to self-develop, become a knowledgeable and skilled person who can contribute to the economic, social, political, and cultural evolution of the country.

At the same time, the state also had a set of responsibilities as seen in Germany in the nineteenth century. The state was responsible for creating a favorable environment for each citizen’s growth and engagement in the life of society (Sanderse, 2019). The government started investing heavily in the reformation of the old education system to address the needs of the country. New schools opened, and all people obtained access to knowledge and skills.

At that, educators were not mere transmitters of this knowledge, they were mentors promoting some ethical norms and values. Citizens were to self-develop and understand that the state provided the opportunity to evolve. Nationalist ideas also emerged as people were proud to pertain to the nation that had the vision and capability to grow (Sanderse, 2019). The Christian values of self-perfection and the creation of good for all were soon turned into the desire to self-develop and contribute to the good for the Germans. New educational norms and principles were in line with Biblical teachings and some of the central laws. The Bible and the Bildung tradition are built on the firm belief that the primary life goal of a human being is to grow (intellectually, spiritually, morally) and make this world a better place (a garden of Eden).

Notably, the ideas of supremacy and domination of the German nation were not common in nineteenth-century Germany. However, people were becoming increasingly proud of being part of their great nation. This new perspective was critical for the transformations that took place in the country during that period. They were turned into the destructive picture of the world in Nazi Germany, but the evil shades of nationalism were defeated during the first part of the twentieth century. From those times on, German society reconsidered the principles of the Bildung tradition refining its concepts and making the paradigm more appropriate for modernity.

Conclusion

To sum up, the Bildung ideas can still be found in present-day Germany, where people strive for self-development and work hard to ensure the progress of their country. Education is regarded as a platform for personal and national growth, as well as the channel to articulate major moral principles that share much in common with Christian values. The Bildung tradition can also be instrumental in making the contemporary German, as well as the entire Western, society more resilient to the challenges of the modern world.

References

Alves, A. (2019). The German tradition of self-cultivation (Bildung) and its historical meaning. Educação & Realidade, 44(2), 1-18.

Ferrer, A. (2017). Ethics within a spiritual/meta physical world view towards integral value-based education. Western philosophy: Plato, Kant, Rousseau and Hegel. Ramon Llull Journal of Applied Ethics, 8, 65-94.

Immonen, V. (2021). Bildung as the process of cultural heritage: two traditions under a single name. International Journal of Heritage Studies, 27(4), 344-355.

Sander, W. (2019). The concept of education (Bildung) as a cultural heritage: Transcultural traditions and perspectives. Global Education Review, 6(4). 19-30.

Sanderse, W. (2019). Does neo-Aristotelian character education maintain the educational status quo? Lessons from the 19th-Century Bildung tradition. Ethics and Education, 14(4), 399-414.

Smith, S. J. (2020). Windows into the history and philosophy of education. Kendall Hunt Publishing Company.

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