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The History of Bildung-Thought in Central Europe

中欧教育思想史

基本信息

批准号：
17520163
负责人：
OOKAWA Isamu
金额：
$ 1.79万
依托单位：
Kyoto University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2006
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-17520163/
关键词：
Bildung Utopia Central Europe Mass Sense of Possibility Humboldt Nietzsche Musil

项目摘要

This research aimed at following the acceptance and the change of Wilhelm von Humboldt's Bildung-Idea in Central Europe and clarifying the problems which occurred during the process of this acceptance and change. The newly-gained results are as follows :1. Adalbert Stifter's roman "Der Nachsommer" is the literary crystallization of Humboldt's Bildung-Idea in the middle of the 19th century.2. Friedrich Nietzsche valued Stifter's "Der Nachsommer" high, because he found the essential element of Bildung in this roman : the self-building of the noble Geist against the logic of usefulness.3. Nietzsche appealed himself to return to Humboldt. But he differed from Humboldt in the stance to the "masses". While Humboldt believed a general Bildung for all the people, Nietzsche regarded the "masses"(=Bildungsphilister) as the destroyer of Bildung. At the beginning of the mass society in the end of the 19th century Nietzsche must distinguish between the masses as the Bildungsphilister and the few as the Suchende.4. At the beginning of 20th century Hugo von Hofmannsthal accepted Nietzsche's Suchende as the former of the german Nation and named this movement "konservative Revolution". But Hofmannsthal's Suchende was the type who demand more bind than freedom. The formation of the Nation by this Suchende suggested the formation of Nazism.5. In his roman "Der Mann ohne Eigenschaften" Robert Musil described and analyzed the "millennium" of Nazi-times. By means of the "Sense of Possibility" he tried to escape from this anti-utopia. It was also the attempt to seek the meaning of life.

本研究旨在追踪洪堡（Wilhelm von Humboldt）的教育理念在中欧的接受和变化，并澄清在接受和变化过程中出现的问题。新取得的成果如下：Adalbert Stifter的罗马小说《夜晚》（Der Nachsommer）是19世纪中期洪堡教育思想的文学结晶。弗里德里希·尼采对施特尔的《光明之日》评价很高，因为他在这部作品中发现了建设的基本要素：反对无用逻辑的崇高精神的自我建设。尼采呼吁自己回到洪堡。但他对“大众”的立场与洪堡不同。洪堡相信所有人都有一个普遍的培养，而尼采则认为“大众”（=Bildungsphilister）是培养的破坏者。在19世纪末大众社会的开端，尼采必须区分作为“培养者”的大众和作为“suchende”的少数。20世纪初，胡戈·冯·霍夫曼施塔尔接受了尼采的“Suchende”作为德意志民族的前身，并将这一运动命名为“保守革命”。但是Hofmannsthal笔下的Suchende是那种要求束缚多于自由的人。这个苏琛德国家的形成暗示了纳粹主义的形成。Robert Musil在他的罗马著作《Der Mann ohne Eigenschaften》中描述并分析了纳粹时代的“千年”。他试图通过“可能性感”来逃离这种反乌托邦。这也是一种寻求生命意义的尝试。