ABSTRACT
The second chapter engages with the question of Bildung and some recent developments in educational theory. One objective is to situate the book in relation to these, another is to show the inherent connection between theories of Bildung and the logic of progress. This is evident in the notion of the rational man. I argue that we must decisively disentangle Bildung from these roots if we are to employ it in a retuning of education beyond the logic of progress.
