Literaturnachweis - Detailanzeige
Autor/in | Meyer, Meinert A. |
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Titel | Die philosophische Tradition, die Bildung der europäischen Jugend und der Staat - Versuch einer Synopse aus problemgeschichtlicher Perspektive (mit einem Anhang von Andrea Kumetz: Länderberichte). Gefälligkeitsübersetzung: The philosophical tradition, education of European youth and the state - attempt of a synopsis from a problem-oriented point of view (with an annex by Adrea Kumetz: country studies). |
Quelle | Aus: Gründer, Conrad (Hrsg.): Philosophie für die europäische Jugend. Auf der Suche nach Elementen des europäischen Philosophieunterrichts. Muenster, Westfalen: Lit (1997) S. 205-238 |
Beigaben | Literaturangaben 28; Abbildungen 1; Anhang 1 |
Sprache | deutsch; englische Zusammenfassung; französische Zusammenfassung |
Dokumenttyp | gedruckt; Sammelwerksbeitrag |
Schlagwörter | Allgemeinbildung; Erziehungsziel; Jugend; Differenzierung; Unterrichtsinhalt; Philosophieunterricht; Europäische Erziehung; Staat; Philosophie; Internationaler Vergleich; Schleiermacher, Friedrich Ernst Daniel; Osteuropa |
Abstract | lt seems natural that a European curriculum for the teaching of philosophy is the best instrument for the development of European identity among young people in Europe. However, the introduction of such an international curriculum would be highly problematic because the situation of young people in Europe varies considerably; and we all know that identical treatment of people who are different will not produce identity but prolongation of diversity! The only possible solution of the dilemma of internationality vs. particularism is seen to be a "dialectic" reconciliation of European diversity. Taking the German theologian and educationist Friedrich Schleiermacher as a warrant, the author defends the position that different approaches towards basic educational objectives have to be accepted in teaching philosophy in a European context. One of the diversifying elements is that the manner in the teaching of philosophy ultimately depends on national political frameworks.... The proponents of a common European programme with regard to teaching philosophy should point out to politicians and school administrators throughout Europe that the school subject philosophy requires reflexive autonomy and independence from national political objectives. Given its independence and autonomy, the instruction of philosophy can contribute to European unity in a positive, intercultural sense. (DIPF/ orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 1999_(CD) |