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‘Bildung’ in German human sciences: the discursive transformation of a concept
1Otto-Friedrich-Universität Bamberg, Germany.
History of the Human Sciences
|September 23, 2016
Summary
This study traces the evolution of Bildung in German humanities, revealing its transformation through distinct historical stages. Field theory and discourse analysis show how the concept adapted to societal changes over two centuries.
Area of Science:
- German humanities
- Social sciences and humanities studies
Background:
- The concept of Bildung is central to German human sciences.
- Understanding its historical trajectory is crucial for contemporary scholarship.
Purpose of the Study:
- To analyze the transformation of the notion of Bildung in German human sciences.
- To map the evolution and stabilization of Bildung through distinct historical phases.
Main Methods:
- Utilizes field theory and discourse analysis.
- Examines the historical development of Bildung from 1810 to 1999.
Main Results:
- Identified three distinct stages in the evolution of Bildung (1810–60, 1860–1960, 1960–99).
- Demonstrated how external contextual changes exerted pressure on the notion of Bildung.
- Showcased a fundamental shift resolving traditional tensions in the final stage.
Conclusions:
- The notion of Bildung underwent significant, fundamental changes over two centuries.
- Discourse and field analysis provide robust frameworks for understanding conceptual transformations in the humanities.
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