Gloves of Ice or Free Hands? A Nomadic Reading of Rudolf Steiner and Bergson and Deleuze and Others on Knowledge as Nonrepresentational and the Importance of Aesthesis…

Bo Dahlin


This paper explores the educational significance of the philosophical critique of knowledge as a reproductive representation of reality. As it includes the notion of non-representational knowledge, Rudolf Steiner’s epistemology is introduced and further linked to elements in Henri Bergson and Gilles Deleuze. Wilhelm von Humboldt’s idea of Menschenbildung as the central function of knowledge is brought in. Humboldt and Steiner both emphasise knowledge as mediating the interplay between self and world, producing a deeper sense of reality. For education this means that teaching must respect the living nature of genuine concepts, as well as the aesthetic and “suffering” aspects of learning. Horst Rumpf has eloquently argued for the latter. In conclusion, some traits of Steiner’s pedagogy are presented as possible practical implications.


educational philosophy

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