Difference between NIetzche's and Hegel's views on education (bildung) Essay

Difference between NIetzche's and Hegel's views on education (bildung) - Essay Example There is a difference between Hegel’s view that education (Bildung) is for everyone, and that everyone can be educated. Hegel emphasized that Bildung in the Civil Society refers to the education of the conscience to learn how to link the specific and the universal. The author reiterates that the Bildung includes giving credibility to the universal. The author goes further by stating that the Bildung education incorporates the theory that the individual members of society are private persons having their own diverse interests, wants, and needs as their objective. Since the objective goes through mediation passing through the universal, the individuals interpret the objective as the means. The individuals can attain their objective only if they determine their own diverse knowledge, volition, and action in a universal way in order to make themselves connections in the continuum chain. The above quote clearly shows that education, during Hegel’s time and during our present generation, is intertwined with many significant factors. For example, the students study engineering with the hope that they will be landing an engineering job, after graduation. The management students spend lots of time mastering their management concepts with the hope they will become future managers in the work place. In turn, the engineering companies are willing to accept new employees if they have the necessary skills, capabilities, and other relevant experiences needed to ensure the company’s goals are achieved on time and with quality. Hegel explains this process by stating that the uneducated person starts out from a perspective in which the specific interest is the objective and the universal is the means. This is the reverse of the proper relationship, in accordance with the universal is the objective and the specific is the means. Hegel explains that Bildung education is the dynamic relationship between the subjective aspects as well as the objective aspects of CRIC. To develop the subjective aspect, the full capability for holding on to the specific and universal in one firm bind, with thee objective presence of such institutions and objective precedence relations between them already in place. In addition, the subjective sense of CRIC sustains and aids the objective order. This can be explained as follows. The form of universality to where the specific had worked its way up and cultivated [heraufgebildet] itself, the comprehension [verstandigkeit], makes it happen that at the same time the specific [Besonderheit] is metamorphosed to the genuine being for itself of the individuality [Enizelheit]. Likewise, since the specific that universality accepts both the content which fills it and its infinite self-determination, specialty is itself cropping up in ethical life as free subjectivity which has infinite being for itself. The individual reaches universality. The universal reaches its content and infinite self-determination from the inter est as well as actions of the individuals. In short, Hegel’s Bildung education places importance on learning through action activities, as opposed to learning through book reading activities1. Further, Hegel theorizes in his valedictory address, on its graduating 1788 class, that the Turkish State had neglected its major responsibility to educate its citizens. Hegel states that education is a great influence on Turkey’s and any other average state’s government affairs. Bildung is pegged as the foundation of the political body. Manners, the state’s primary responsibility to further the citizen’s education and learning, sciences focus on the societal elements, and the arts2. In addition, there are many loyalists to the

Intro to Visual Arts Essay Example | Topics and Well Written Essays - 500 words

Intro to Visual Arts - Essay Example She is very appealing with her nipples erect and fixated on her chest due to her laying position. She covers her genital area with her left hand just by a glimpse of her fingers. On the right hand, she is holding a cluster of red flowers and one flower fallen on the bed cover. She lies sensually with her legs crossed. A dog is sleeping on the edge of the bed on the covers. At the end of the room are housemaids, one is kneeling down with head inside a suitcase and the other standing beside her. This painting falls in the category of fine arts. The painting has aesthetic qualities; conceptual qualities of viewing art object as being beautiful and having a good taste. Venus has qualities that are capturing and enlightening to the viewer to judge the painter of having a good taste. This quality differentiates it from popular arts. The Venus of Urbino painting portrays private and domestic function of a woman as a sexy goddess who is appealing to her husband. It also portrays the need of a woman to remain seductive and appealing to her husband. (Lazzari, Schlesier 22-25) It is for marital significance for the eyes of the husband only. The painting is intended for personal and private use of the owner. The line element portrayed on the crisis folding of the covers gives textural contrast of the cover. Line element reveals the well-defined body mass and volume of the woman. The floor patterns outline line element as a well coordinated and liberate space to show the harmonization of the room and social class taste of the residing people. Light element is used to demonstrate the illusion that the nude Venus is appearing to closer people than people behind (Lazzari, Schlesier 22-25). The dark wall behind her is able to bring contrast between the woman and the wall clearly to portray her body structure and formation without straining. It also brings emptiness on the dark background. On the window, light element is used to portray the