In this essay, Hans‐Christoph Koller presents a concept of transformational processes of Bildung in an attempt to redefine the German notion of Bildung referring to actual social conditions of educational processes. According to this conception, Bildung is a transformation of world‐ and self‐relations that can come about when subjects are confronted with problems for which they have no established routines of engagement. With reference to theories of Pierre Bourdieu, Bernhard Waldenfels, and Ulrich Oevermann, Koller looks for answers to three questions: (1) Which concepts and theories are able to adequately grasp the world‐ and self‐relations of subjects going through processes of Bildung? (2) How can the problems that trigger processes of Bildung and that challenge subjects to transform be determined more precisely? (3) How exactly does the emergence of new figures of world‐ and self‐relations take place when we “successfully” complete a process of Bildung? Finally, the essay concludes with an attempt to clarify the normative implications of this theory.

中文翻译：

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Bildung转化过程理论的问题和观点

在本文中，汉斯·克里斯托夫·科勒（Hans‐Christoph Koller）提出了Bildung转型过程的概念，试图根据教育过程的实际社会条件重新定义德国Bildung概念。根据这个概念，Bildung是世界关系和自我关系的一种转变，当受试者面临他们没有既定参与惯例的问题时，这种转变就可能发生。参照Pierre Bourdieu，Bernhard Waldenfels和Ulrich Oevermann的理论，科勒寻找以下三个问题的答案：（1）哪些概念和理论能够充分把握经历Bildung过程的对象的世界关系和自我关系？（2）如何更精确地确定引发Bildung进程和挑战主体转型的问题？（3）当我们“成功地”完成Bildung的过程时，新的世界关系和自我关系图的出现是如何发生的？最后，本文最后试图阐明该理论的规范含义。