‘Bildung’ in German human sciences: the discursive transformation of a concept .

[[Bildung disciplinesdiscourse analysisfield analysisGeisteswissenschaften Germanyhumanitiessocial sciences and humanities studies ]] This article analyses the transformation of the notion of Bildung that is constructed in the German human sciences. From a perspective of field theory and discourse analysis, the article reveals how the notion evolves and stabilizes during a first stage (1810–60), how it comes under pressure because of the contextual changes in a second stage (1860–1960) and how the tension increases before it is resolved by a fundamental change of the traditional notion of Bildung in a third stage (1960–99).