جستجوی مقالات مرتبط با کلیدواژه "هردر" در نشریات گروه "فلسفه و کلام"

This study aimed to analyze the concept of Bildung, which is based on Herder's concept. Accordingly, it is possible to provide new conceptual components for the education system. Herder draws a goal for human beings, ignoring history and culture, that this target reaches a common point and finds meaning in the shadow of cultures and multiplicity of ethnic identification and nations, and that is the meaning of humanity. The present study explains the concept of Bildung, culture, and humanity using the method of conceptual analysis and considers humanity as the purpose of education and the concept of culture and its elements as a way to achieve this goal. Finally, he concludes with the basic concepts of education. The result of the present research is based on the fact that the concept of Bildung has a basic role in developing Human, Transcultural, Comprehensive and Harmonious education; So, in general humanity in Herder's thought is the supreme purpose of human creation and education and the concepts of culture and Bildung help us to achieve the desired human perfection. From Herder's point of view, culture is texture and context and also content for education. It means that culture is the history and theory of education in terms of context and on the content side, it is the idea of Bildung, which he considers cultural education. Therefore, a type of dialectical relationship can be found between the concepts of culture, the idea of Bildung, and the purpose of education, which is humanity, so that one is impossible without the presence of the another. Finally, the basic concepts of education, which were concluded based on the concept of Bildung and its components, include freedom education, historical education, transcultural education, progressive education, and aesthetic education.

The concept of Bildung is one of the key concepts that has been influential for more than three centuries in the Western intellectual and cultural space, and in particular in Germany. This concept has multiple and varied implications both philologically and in its application in various fields. In this article, to examine the meaning of this term and then its impact on different epistemic and cultural fields, we have to begin with the lexical etymology of this term and its advent in the Middle Ages and its propagation in the eighteenth century. In the third step, a history of its application in the German intellectual and cultural space will be presented so that it can be used to analyze the various functions of the term. In the fourth step, the conceptual network of the implications, symmetries, and contradictions of this term with other related terms (such as Kultur, Zivilisation, Erziehung, Humanität, and even terms such as Geist and Wissenschaft) will be drawn up. It is only on this basis that in the fifth step, a kind of category of different meanings of the term Bildung was obtained; and in the sixth step, in addition to the philosophical and theoretical meanings, functions of this term in the ordinary literature will be analyzed. In the seventh and last step of the article, while referring to the inner conflict and the blockade in the concept of Bildung, some critical points of this concept, especially for us and our world, will be mentioned.

One of the main issues in Herder's thinking is nationalism. It puts nationalism in conflict with attitude of Cosmopolitanism of Enlightenment; according to that, all human beings, under the rule of reason, must regulate their various aspects in a certain way. In contrast to this view of Enlightenment, nationalism was supported by thinkers who were dominant in the movement of Romanticism. Nationalism sought to revive and recognize the social units that, over centuries, under the rule of a single unit, were deprived of their sovereignty. But, although Herder's thinking is not in conflict with the political aspect of nationalism, his conception of nationalism can be considered a largely cultural nationalism, rather than a political one. This article intends to articulate this idea.

Johann Gottfried von Herder''s thought has a wide range and in order to roam in his views we should deal with the issues such as humanity، history and philosophy of history، anthropology، culture and philosophy of culture as he has proposed. Concerning the conditions of the contemporary world and the importance of such questions as nature of culture، relation between cultures and the future of culture، it seems necessary to read out the works of Herder. The least benefit of reading out Herder''s ideas is that we get familiar with a suitable paradigm for a deep study and analysis of culture and the existing questions around it; a paradigm that is essential for perusing theoretical studies about culture. In this paper Herder''s ideas about culture have been discussed and the point which has been particularly emphasized here is that it is through Herder''s works that culture as a subject for philosophy is put into the mind and «philosophy of culture» is formed. Concerning Herder''s paradigm، this paper proceeds to survey the relation between cultures in the contemporary world. The issue of the relation between cultures is an issue which has been greatly prominent in recent three decades، and it seems that Herder''s insight and treatment is one of the best paradigms to enter into such an issue.