“Bildung” : The Construction of the Foundation for Poetic Pedagogy
This article reviewed the literature and examined the nature and meaning of “Bildung” based upon Hegel’s The Phenomenology of Spirit. Narratives were also adopted to illustrate the humanistic, ethic and aesthetic power of “Bildung”. Such power could reach students’ soul andarouse their self-es teem, confidence and autonomy; meanwhile, it could also motivate teachers to make reflections and change their attitudes to students, to implement student centered educational idea, to demonstrate the basic elements of philosophical view of “Bildung”, namely, thinking, feeling, acting and wishing, and to enable educational activity to give consideration of both individual autonomy and social ethics. If education activities do not violate its nature of centering morality, educationand “Bildung” could be two sides of a coin. That is, they are both fostering talents, making them educated, reasonable anddutiful and become scholars, noble persons or even sages. This article concluded that “Bildung” is adialectic concept referring to the theory and practice that integrates individuality and sociality; it reflects critical thinking and bears great social significance; and it is also the aim of poetic pedagogy which emphasizes both sense and sensibility. Therefore, “Bildung” has great implications for education in Taiwan which has been distorted by instrumentalism. “Bildung” advocates poetic pedagogy to correct the distorted nature of education, freedom in academic research and learning, and teachers’ dignity, and thus it provides references for the indigenous construction of theory for educational reform.
|關鍵詞||诗意教育学、教化、批判思考、思觉行盼教学、现代主义、poetic pedagogy 、Bildung、critical thinking、teaching model of thinking, feeling, acting and wishing、modernism|