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Denk- und Lernkulturen im wissenschaftlichen Diskurs / Cultures of Thinking and Learning in the Scientific Discourse

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Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.

This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

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Gedanken über Erziehung und Bildung (Lew Nikolajewitsch Tolstoi)

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Lew Nikolajewitsch Tolstoi

Gedanken über Erziehung und Bildung1

II.*)

Abstract of the Editor

Thoughts about Education and Bildung

What can the Russian writer Count Lev Nikolayevich Tolstoy (1828–1910), also known as Leo Tolstoy, teach us nowadays about education? Nothing – many contemporaries would probably say. Leo Tolstoy originates from an era that seems to be strange to us, a class system with a different and authoritarian society, which seems to be diametric to ours. But, it is valuable to discuss this prolegomena. Does he speak about school – exactly grammar school – in a kind of subsidiary←57 | 58→ function? Does it only have its legitimation when parents don’t have the ethical maturity or aren’t a role model? Is a human being only able to educate children suitable for the future if this person is also free of moral blame and has received a perfect education by a role model? Is the development of individuality the highest goal for life and education – education created by self-­education? There we have the reflexive-­modern cardinal question: Does Tolstoy’s’ treatise “About Education and Bildung” (»Ueber Erziehung und Bildung« / »Oб воспитании и образовании«) accord with the present academic discourse and the transmissions of the dogmas?

For Tolstoy, self-­education and self-­implementation of adults are the focus of his thoughts about >education and Bildung< (family and school education) of children. Whether this form of self-­centering can be the lucid and perfect basis...

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