Is the Concept of Bildung Still Relevant? Rethinking Bildung From a Praxeological Perspective

Abstract

Education is a term that plays a central role in the self-image of modern societies, but it is also one that generates many different associations. The article aims to specify education as a scientific term without negating its complexity and dynamics. In order to underline this multifaceted topic, the term Bildung will be used and examined. The discussion takes as its starting point the assumptions that Bildung is a social phenomenon as well as a process related to the individual, and that both aspects must be linked. This challenge is approached from a praxeological perspective. With reference to practice theory, the article first articulates three basic, interrelated elements of practice. These are then interpreted in terms of educational theory, with the goal of developing a praxeological concept of Bildung. An important conclusion here is that Bildung as practice is relational, pluripotent and generative, and that the emancipatory value of Bildung lies in transgressing the limits of practice. From a habitus-theoretical point of view, it is made clear that this is likely when practice is contradictory and when previous practical rationalities cease to be used. Following these reflections on a praxeological concept of Bildung, the article closes with perspectives on praxeological educational research.