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- Karlsohn, Thomas, 1967-
(author)
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Humboldt and the Written Word : On the Media Conditions for Bildung
- 2019
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In: History of Education and Children's Literature. - 1971-1093 .- 1971-1131. ; 14:2, s. 713-725
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Journal article (peer-reviewed)abstract
- This article treats Wilhelm von Humboldt and the concept of Bildung [self-formation]. It starts out in a general discussion of literacy, media history and German culture towards the end of the eighteenth century. Humboldt's time is characterized by what has been called a "media revolution". Literacy and extensive reading became increasingly common and the medium of writing gained a cultural dominance it did not have before. It is argued that the concept of Bildung in Humboldt can be understood in close relation to conditions shaped by these changes. The discussion focuses on the most important and famous work of Humboldt's youth, The Limits of State Action (1792). This text does not deal with the medium of writing on a manifest level, but with the relationship between the individual and the state. On closer examination, however, it is possible to interpret the text as a clear expression of the increasing cultural dominance of writing.
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- Karlsohn, Thomas, 1967-
(author)
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The academic seminar as emotional community
- 2016
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In: Nordic Journal of Studies in Educational Policy. - : Informa UK Limited. - 2002-0317. ; :2
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Journal article (peer-reviewed)abstract
- This article will discuss historical ideas about the modern academic research seminar. My perspective will be that of the history of emotions. The study is introduced by an extensive account of the emergence of the seminar at German universities in the mid-1700s. I will discuss the actual seminars established, beginning with the first, in Göttingen by philologist Gottlob Heyne, going on to that of his student Friedrich August Wolf in Halle, and ending with the foundation of the Berlin University with Wilhelm von Humboldt as executor. In all these contexts, new ideas concerning the seminar were important. In the next step, I will use historian Barbara Rosenwein’s concept of emotional communities to analyse one of the most central documents relating to the initial conception of the modern seminar, namely Friedrich Schleiermacher’s 1808 Gelegentliche Gedanken über Universitäten im deutschen Sinn. I give a detailed account of Schleiermacher’s argument while showing how the text envisions a new community in which emotions play an all-important role as an integrating force. I also show how the ideas expressed in Gelegentliche Gedanken are part both of a general pattern of emotional history and of a specific development, often described as an affective turn, that emerged during the late 1700s. In that process, the feeling of love was particularly important, and my discussion will show that Schleiermacher’s text is a part of the affective turn in this respect.
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- Karlsohn, Thomas, 1967-
(author)
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Bildung, Emotion and Thought
- 2018
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In: The Thinking University. - Cham : Springer. - 9783319776668 ; , s. 103-118
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Book chapter (peer-reviewed)abstract
- This chapter treats the emotional aspects of the university. In its first part, it focuses on the fact that we academics have paid insufficient attention to these aspects in our atempts to systematic reflection over the institution we inhabit. This inadequacy has negatively affected both our own self-conceptions and the public understanding of what we do, and thereby it has has harmed the university’s ability to be a genuinely thinking institution. After briefly sketching the limitations of our own time’s reflections on the university, the chapter proceeds with an attempt to a constructive contribution. This discussion is presented in parts two and three. Here the account returns to the history of ideas and to a concept that played a decisive role during the establishment of the modern research university, beginning in the German countries around 1800: Bildung (self-formation or self-cultivation). In its reactivating of historical texts about Bildung the chapter focuses mainly on the way in which the concept combines emotional and intellectual dimensions of research and education. This combination is often passed over in silence when Bildung is mobilized in today’s debate.
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