%0 Journal Article
%T Bildning till verklighet och icke-representationell
%A Bo Dahlin
%J Studier i P£¿dagogisk Filosofi
%D 2012
%I P?dagogisk Filosofisk Forening
%X This paper explores the educational significance of the critique of representationalism. As it includes the notion of non-representational knowledge, Rudolf Steiner¡¯s epistemology is introduced and further linked to elements in Bergson and Deleuze. Humboldt¡¯s idea of Menschenbildung as the central function of knowledge is brought in, since both Humboldt and Steiner emphasise knowledge as mediating the interplay between self and world, producing a deeper sense of reality. Such an education must respect the living nature of genuine concepts as well as the aesthetic aspects of learning. After a note on the educational abuse of language in discursive closures, some traits of Steiner¡¯s practical pedagogy are presented as possible practical implications.
%K representationalism
%K verklighet
%K bildning
%K estetiskt l rande
%K levande begrepp
%U http://ojs.statsbiblioteket.dk/index.php/spf/article/view/5723