A neo-Hegelian theory of Bildung and the problem of a priori intersubjectivism

Abstract

Abstract This article focuses on the implementation of the contemporary neo-Hegelianism of the Pittsburgh School (Robert B. Brandom, John McDowell) to the philosophy of education. Neo-Hegelianism has recently initiated a highly complex discussion about the notion of Bildung and its use in the post metaphysical and naturalized sense. Based on the critique of what is called a priori intersubjectivism, discussed by the main proponents of the Heidelberg School (Dieter Henrich and Manfred Frank), this article aims to address some theoretical and conceptual problems inherent in the educationist reading of neo-Hegelianism. The basic problem of an educationist reading of neo-Hegelianism is that, based on its own premises, it is not capable of comprehending the emergence of self-consciousness and individuality. It would therefore be inadvisable for educationists to (over-)eagerly adopt contemporary neo-Hegelianism, or we should at least be slightly cautious about its potential for the further development of a theory or philosophy of Bildung.