ABSTRACT

In this article, I describe the 19th-century Finnish philosopher Johan Vilhelm Snellman’s ideas about Bildung, and show how this concept provided another basis for cultural heritage, which diverges from how the term was used after the 1960s and 1970s. Bildung refers to the historically unfolding process in which humanity, nations, and individuals, through their own efforts, become what they are. It is the movement towards self-realisation. As parts of this process, immaterial and material objects become meaningful, human entities, and consequently the value of cultural phenomena is to be estimated on the basis of their contribution to Bildung. The Bildung tradition conceptualises cultural heritage in ways that avoid some of the present dichotomies and problems, but it also introduces complications of its own.

摘要

在本文中，我描述了19世纪芬兰哲学家约翰·维尔赫姆·斯内尔曼（Johan Vilhelm Snellman）关于比尔登（Bildung）的思想，并展示了这一概念如何为文化遗产提供了另一个基础，这一术语与1960年代和1970年代之后的用法有所不同。比尔登（Bildung）指的是人类，国家和个人通过自己的努力成为自己的历史的不断发展的过程。这是向自我实现的运动。作为此过程的一部分，非物质和物质对象变得有意义，成为人类实体，因此，应根据文化现象对Bildung的贡献来估计其价值。Bildung传统将文化遗产概念化，从而避免了目前的某些二分法和问题，但同时也带来了其自身的复杂性。