Details
| Translated title of the contribution | The German Humanities and the Discourse of Bildung: Toward Mapping a Neglected Territory within the Sociology of Science |
|---|---|
| Original language | German |
| Pages (from-to) | 180-196 |
| Number of pages | 17 |
| Journal | Zeitschrift fur Soziologie |
| Volume | 44 |
| Issue number | 3 |
| Publication status | Published - Jun 2015 |
Abstract
This contribution traces the discursive construction of the humanistic notion of "Bildung" and the transformation of the field of the German humanities since the beginning of the 19 th century. On the basis of academic self-reflection within the humanities, the analysis investigates in what way this discursive construction has responded to changes in the broader social field in which it is embedded. At the same time, this discourse shows a remarkable persistence in the face of social change. The historically stable topoi of a "Bildung" that is decidedly "free" and "scientific" are elements of a strategy of academic positioning and distinction that favors the humanities. In light of the current rather lopsided focus on natural and technical sciences within the sociology of science, this paper addresses a research gap by contributing to a sociological understanding of the German humanities.
ASJC Scopus subject areas
- Social Sciences(all)
- Sociology and Political Science
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In: Zeitschrift fur Soziologie, Vol. 44, No. 3, 06.2015, p. 180-196.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Die Geisteswissenschaften und ihr Bildungsdiskurs. Zur Kartierung eines vernachlässigten Gebiets der Wissenschaftssoziologie
AU - Hamann, Julian
N1 - Publisher Copyright: © 2015 by Lucius & Lucius Verlag Stuttgart. Copyright: Copyright 2016 Elsevier B.V., All rights reserved.
PY - 2015/6
Y1 - 2015/6
N2 - This contribution traces the discursive construction of the humanistic notion of "Bildung" and the transformation of the field of the German humanities since the beginning of the 19 th century. On the basis of academic self-reflection within the humanities, the analysis investigates in what way this discursive construction has responded to changes in the broader social field in which it is embedded. At the same time, this discourse shows a remarkable persistence in the face of social change. The historically stable topoi of a "Bildung" that is decidedly "free" and "scientific" are elements of a strategy of academic positioning and distinction that favors the humanities. In light of the current rather lopsided focus on natural and technical sciences within the sociology of science, this paper addresses a research gap by contributing to a sociological understanding of the German humanities.
AB - This contribution traces the discursive construction of the humanistic notion of "Bildung" and the transformation of the field of the German humanities since the beginning of the 19 th century. On the basis of academic self-reflection within the humanities, the analysis investigates in what way this discursive construction has responded to changes in the broader social field in which it is embedded. At the same time, this discourse shows a remarkable persistence in the face of social change. The historically stable topoi of a "Bildung" that is decidedly "free" and "scientific" are elements of a strategy of academic positioning and distinction that favors the humanities. In light of the current rather lopsided focus on natural and technical sciences within the sociology of science, this paper addresses a research gap by contributing to a sociological understanding of the German humanities.
KW - Bildung
KW - Discourse Studies
KW - Distinction
KW - Field Analysis
KW - Sociology of Scientific Knowledge
KW - Sociology of the Social Sciences and Humanities
UR - http://www.scopus.com/inward/record.url?scp=84973448955&partnerID=8YFLogxK
U2 - 10.1515/zfsoz-2015-0303
DO - 10.1515/zfsoz-2015-0303
M3 - Artikel
VL - 44
SP - 180
EP - 196
JO - Zeitschrift fur Soziologie
JF - Zeitschrift fur Soziologie
SN - 0340-1804
IS - 3
ER -