2004
Volume 41, Issue 1
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

The author aims at a conceptual-analytical approach. Up to now conceptualization and, above all, the realization of general education remained based on fundamental inconsistencies. Its ‘generality’ was accomplished neither individually nor institutionally. Class- and genderspecific discriminations formed a constitutive part of most concepts and of the educational practice as such. The author then discusses some essential characteristics of a presently relevant concept of general education. He concentrates on the comprehensive, ‘synthesizing’ powers of general education and asks whether the socializing and ‘homogenizing’ (Bourdieu) effects of a truly ‘general’ education can also be regarded as a contribution to autonomizing individuation. The considerations are primarily based on Humboldt and the recent recommendations of the Collège de France (1985).

Loading

Article metrics loading...

/content/journals/10.5117/PEDA2021.1.007.RANG
2021-01-01
2022-11-28
Loading full text...

Full text loading...

/deliver/fulltext/15677109/41/1/PEDA2021.1.007.RANG.html?itemId=/content/journals/10.5117/PEDA2021.1.007.RANG&mimeType=html&fmt=ahah
http://instance.metastore.ingenta.com/content/journals/10.5117/PEDA2021.1.007.RANG
Loading
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error