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In: The Lost Mirror – Education in the Hebrew Tradition


Bildung‹ in a Postdigital World. Digital Experiences and the Role of Responsibility in the Process of ›Bildung‹

This article addresses the question of the possibility of ›Bildung‹ in an increasingly digital world. Following Armin Nassehi, digitality can be understood as a process of translation that makes patterns and structures visible and thus experienceable, which are revealed in world relations. In terms of educational theory, the article addresses the question of how the visibility of patterns of the digital can affect and change the self-relation of individuals. Under circumstances in which the digital is a self-evident condition for accessing and understanding the world, in short, under post-digital circumstances, the inscription of world-relations into one’s own self-relations is not a purely passive process. Experiencing the digital – here as a quantified, collective experience – individuals can take responsibility for their own learning.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
The Lost Mirror traces cultural patterns in which the interpretation of learning and education was developed against the backdrop of Hebrew thought.
The appreciation of learning is deeply rooted in the Hebrew way of thinking. Learning is understood as an open and history-conscious engagement of man with culture. The consciousness of history is shaped by the motif of the unavailability of the “other” and the difference to this “other”. This “other” is traditionally remembered as “God”, but may also be reflected in the motifs of the other person or the other society. The Lost Mirror reminds us of a deficit, which is that in our everyday thinking and everyday action, we usually hide, forget and partly suppress the meaning and presence of the unavailable other. The book approaches this thinking through portraits of people such as Janusz Korczak, Martin Buber, Hannah Arendt, Emmanuel Levinas, Jean-Francois Lyotard and others.