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Hamann J. ‘Bildung’ in German human sciences: the discursive transformation of a concept . Hist Human Sci. 2011;24(5):48-72doi: 10.1177/0952695111421865.
Hamann, J. (2011). ‘Bildung’ in German human sciences: the discursive transformation of a concept . History of the human sciences, 24(5), 48-72. https://doi.org/10.1177/0952695111421865
Hamann, Julian. "‘Bildung’ in German human sciences: the discursive transformation of a concept ." History of the human sciences vol. 24,5 (2011): 48-72. doi: https://doi.org/10.1177/0952695111421865
Hamann J. ‘Bildung’ in German human sciences: the discursive transformation of a concept . Hist Human Sci. 2011;24(5):48-72. doi: 10.1177/0952695111421865. PMID: 27656716.
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Hist Human Sci. 2011;24(5):48-72. doi: 10.1177/0952695111421865.

‘Bildung’ in German human sciences: the discursive transformation of a concept .

History of the human sciences

Julian Hamann

Affiliations

  1. Otto-Friedrich-Universität Bamberg, Germany.

PMID: 27656716 DOI: 10.1177/0952695111421865

Abstract

[[Bildung disciplinesdiscourse analysisfield analysisGeisteswissenschaften Germanyhumanitiessocial sciences and humanities studies ]] This article analyses the transformation of the notion of Bildung that is constructed in the German human sciences. From a perspective of field theory and discourse analysis, the article reveals how the notion evolves and stabilizes during a first stage (1810–60), how it comes under pressure because of the contextual changes in a second stage (1860–1960) and how the tension increases before it is resolved by a fundamental change of the traditional notion of Bildung in a third stage (1960–99).

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