Wissen und Intellektualität - Antonio Gramscis Kritik an reformpädagogischen Bildungsvorstellungen und seine Epistemologie der Bildungsarbeit

• Autores: Armin Bernhard
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 45, Nº. 4-5, 2009 (Ejemplar dedicado a: New Education at the heart of knodledge transformations / coord. por Rita Hofstetter, Bernard Schneuwly), págs. 631-643
• Idioma: alemán
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• Resumen

  • This article examines the genesis of human cognition in terms of education (Bildung) based on Antonio Gramsci's practical-philosophical theory of history and society. First, a few general premises of contemporary Italian progressive education (Aktualismus; education activity) will be established, the criticism of which led Gramsci to the development of his own educational and politico-educational ideas. Then the theoretic-educational foundation of these ideas will be reconstructed, before outlining the relationship between the socialistic experience of certain childlike Episteme and education at school. The evolvement of the fundamental problems ensuing from this particular constellation of position, Gramscian theory holds, follows thereafter. In connection with this, the practical philosopher's ideas regarding educational policies and the formation of the educational system as well as schools will be expounded, which result as a consequence of his theoretic-educational considerations. The structure of this article pursues Gramsci's dialectic reconstruction work, which takes an interest in a critical sublation of theories, ideas and concepts according to a greater development of human culture.