Khác biệt giữa bản sửa đổi của “Wilhelm von Humboldt”

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== Bộ trưởng giáo dục ==
Ở cương vị bộ trưởng giáo dục vương quốc [[Phổ]], ông giám sát hệ thống các trường [[Technische Hochschule]]n và [[Gymnasium (school)|gymnasien]]. Bản kế hoạch cải tổ hệ thống trường học nước Phổ cùng luận văn dang dở có tựa ''"Lý thuyết giáo dục con người"'' (viết năm 1793) không được xuất bản mãi từ khi ông mất đến khá lâu sau. Ông viết trong tác phẩm này: "nhiệm vụ tiên quyết cho sự tốn tại của chúng ta là phải tạo điều kiện đầy đủ nhất có thể, góp vào việc nhận thức tính nhân văn trong mỗi người chúng ta [...] qua kết quả hành động của ta trong đời sống. Nhiệm vụ này chỉ có thể thực hiện đầy đủ qua những quan hệ giữa bản thân ta bằng tư cách cá nhân với thế giới chung quanh ta." (GS, I, p. 283)
Humboldt’s concept of education does not lend itself solely to individualistic interpretation. It is true that he always recognized the importance of the organization of individual life and the ‘development of a wealth of individual forms’ (GS, III, p. 358), but he stressed the fact that ‘self-education can only be continued [...] in the wider context of development of the world’ (GS, VII,p. 33). In other words, the individual is not only entitled, but also obliged, to play his part in shaping the world around him. Humboldt’s educational ideal was entirely coloured by social considerations. He never believed that the ‘human race could culminate in the attainment of a general perfection conceived in abstract terms’. In 1789, he wrote in his diary that ‘the education of the individual requires his incorporation into society and involves his links with society at large’ (GS, XIV, p. 155). In his essay on the ‘Theory of Human Education’, he answered the question as to the ‘demands which must be made of a nation, of an age and of the human race’. ‘Education, truth and virtue’ must be disseminated to such an extent that the ‘concept of mankind’ takes on a great and dignified form in each individual (GS, I, p. 284). However, this shall be achieved personally by each individual who must ‘absorb the great mass of material offered to him by the world around him and by his inner existence, using all the possibilities of his receptiveness; he must then reshape that material with all the energies of his own activity and appropriate it to himself so as to create an interaction between his own personality and nature in a most general, active and harmonious form’ (GS, II, p. 117).
 
Humboldt’s concept of education does not lend itself solely to individualistic interpretation. It is true that he always recognized the importance of the organization of individual life and the ‘development of a wealth of individual forms’ (GS, III, p. 358), but he stressed the fact that ‘self-education can only be continued [...] in the wider context of development of the world’ (GS, VII,p. 33). In other words, the individual is not only entitled, but also obliged, to play his part in shaping the world around him. Humboldt’s educational ideal was entirely coloured by social considerations. He never believed that the ‘human race could culminate in the attainment of a general perfection conceived in abstract terms’. In 1789, he wrote in his diary that ‘the education of the individual requires his incorporation into society and involves his links with society at large’ (GS, XIV, p. 155). In his essay on the ‘Theory of Human Education’, he answered the question as to the ‘demands which must be made of a nation, of an age and of the human race’. ‘Education, truth and virtue’ must be disseminated to such an extent that the ‘concept of mankind’ takes on a great and dignified form in each individual (GS, I, p. 284). However, this shall be achieved personally by each individual who must ‘absorb the great mass of material offered to him by the world around him and by his inner existence, using all the possibilities of his receptiveness; he must then reshape that material with all the energies of his own activity and appropriate it to himself so as to create an interaction between his own personality and nature in a most general, active and harmonious form’ (GS, II, p. 117).
 
== Nhà ngoại giao ==