Adorno and the borders of experience. The significance of the non-identical for a 'different' theory of Bildung.

Autor/in	Thompson, Christiane
Titel	Adorno and the borders of experience. The significance of the non-identical for a 'different' theory of Bildung.
Quelle	In: Educational theory, 56 (2006) 1, S. 69-87Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-2004; 1741-5446
DOI	10.1111/j.1741-5446.2006.00004.x
Schlagwörter	Bildung; Bildungstheorie; Systematische Pädagogik; Kultur; Kritische Theorie; Halbbildung; Theorie; Adorno, Theodor W.
Abstract	In this essay Christiane Thompson discusses the systematic outcomes of Theodor Adorno´s philosophical work for a theory of Bildung (an important term in the German tradition of philosophy and history of education). In his essay "Theory of Halbbildung," Adorno revealed the inevitable failure of Bildung, on the one hand, and the necessity of Bildung (in view of a critique of society), on the other. After having exposed this contradiction, Thompson seeks to analyze the systematic role of Bildung by turning to Adorno´s reflections on art and metaphysics. Adorno´s concept of aesthetic experience hints at the possibility of a more genuine approach to Bildung and culture, one that makes the borders of our experience visible and, as a result, suggests a different relation to ourselves and to the world. She concludes by examining the critical dimensions of this different Bildung as well as its pedagogical relevance.
Erfasst von	Externer Selbsteintrag
Update	2009/4