The Phenomenon of Education as Bildung in the Context of the Identity of Thinking and Being
DOI:
https://doi.org/10.63437/3083-6433-2025-1(34)-09Keywords:
education, Bildung, identity of thinking and being, computational and comprehending thinkingAbstract
The contemporary understanding of philosophical problems in the modern world is, to a certain extent,
informed by the linguistic turn. Philosophy, being firmly embedded within the life context of human existence,
employs vernacular terms that, at times, obscure the significance it seeks to elucidate. In such cases, it is
advantageous to employ a range of languages, thus enabling the identification of as yet unacknowledged
aspects of the subject under investigation. The contemporary educational landscape is characterised by
a multitude of issues that warrant scrutiny when attempting to comprehend the notion of “education”. In
this regard, the term Bildung, stemming from German classical philosophy, offers a salient perspective. The
etymology of Bildung, derived from the German word Bild, underscores its inherent connection to the biblical
concept of humanity’s creation in the image and likeness of God. This notion encapsulates the foundational
essence of human existence and the capacity to comprehend oneself. In this context, the question arises:
what is it about this concept that allows us to rethink traditional educational approaches? It is evident that
reflections on education, understood as Bildung, demonstrate a propensity to redirect attention towards Hegel’s
philosophy. A fundamental conceptual underpinning of Hegel's philosophy is the principle of the identity of
thinking and being. The objective is to contemplate the educational process within the framework of this
fundamental principle, which has a protracted historical trajectory and, to a considerable extent, has been an
integral component of philosophical discourse since antiquity. The argument is posited that the utilisation of
the lexeme Bildung serves to eradicate the instrumentalist comprehension of education, thereby facilitating the
consideration of education as a critical social praxis. The identity of thinking and being thus reveals the facets
by which the classics prove themselves as a perfect intellectual practice that is still necessary today. In this
particular instance, education is regarded within the paradigm of philosophical anthropology as a contributing
factor to the development of the individual, as opposed to being perceived as a process of acquiring knowledge
and skills that is merely ancillary to human existence.
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References
Використані літературні джерела
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10. Non-affirmative Theory of Education and Bildung. Springer, 2023. 378 р.
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5. Bakhurst, D. (2011). The Formation of Reason. Oxford: Wiley-Blackwell. 193 р. DOI: https://doi.org/10.1002/9781444395600
6. Heidegger, M. (1977). The Turning. Translated and with an Introduction by William Lovitt. The question concerning technology, and other essays. New York & London. Р. 36-52.
7. Heidegger, M. (1968). What is called thinking. Transl. by Gray, J. Glenn. New York. 274 р.
8. Kern, A. (2020). Human Life, Rationality and Education. Journal of Philosophy of Education, 54/2, 268-289. DOI: https://doi.org/10.1111/1467-9752.12412.
9. Kivelä, A. (2024). A neo-Hegelian theory of Bildung and the problem of a priori intersubjectivism. Journal of Philosophy of Education, 58/4, 514-539. DOI: https://doi.org/10.1093/jopedu/qhae023.
10. Non-affirmative Theory of Education and Bildung. Springer, 2023. 378 р.
11. Rödl, S. (2020). Teaching, Freedom and the Human Individual. Journal of Philosophy of Education, 54/2, 290-304. DOI: https://doi.org/10.1111/1467-9752.12415
12. Stojanov, K. (2028). Education, Self-Consciousness and Social Action: Bildung as a Neo-Hegelian Concept. London. 136 р. DOI: https://doi.org/10.4324/9781315161259
13. Tahirsylaj, A. (2023). Bildung and Twenty-First Century Competences: In Need of Mutual Recognition? Non-affirmative Theory of Education and Bildung. Springer. Р. 319-337. DOI: https://doi.org/10.1007/978-3-031-30551-1_15
14. Uljens, M. (2023). Why Engage in Non-affirmative Theory of Education and Bildung? A Preface. Non-affirmative Theory of Education and Bildung. Springer. Р. i-xiv. DOI: https://doi.org/10.1007/978-3-031-30551-1
15. Voznyak, S. S. & Limonchenko, V. V. (2021). The Co-Existential Educational Community and Culture. Anthropological Measurements of Philosophical Research, 20, 52-68. DOI: https://doi.org/10.15802/ampr.v0i20.249547
