ABSTRACT
Wilhelm von Humboldt (1767–1835) conducted ethnographic research, primarily in France, Spain and the Basque Country. However, his ethnographic work has not received much attention in the history of education and the history of ethnography. Referencing Humboldt’s ethnographic work, this chapter offers a new perspective on his theory of Bildung, which has been widely discussed in academic discourse. First, some common interpretations of Humboldt’s theory of Bildung from the research literature are outlined. Then, Humboldt’s ethnographic approach is presented in its historical context. Third, one particular aspect of Humboldt’s ethnographic insights is discussed, namely, his idea that Bildung requires close contact between different social classes in social practice. Fourth, it is shown that this insight also informed Humboldt’s famous plans to reform Prussian education. Finally, recent attempts to reformulate the concept of Bildung are considered in the light of Humboldt’s ethnographic work. Overall, it becomes clear that a number of interpretations of Humboldt’s theory of Bildung cannot be maintained against the background of his ethnographies. In particular, the widely held charge of intellectual aristocracy against Humboldt is rejected. Instead, the essay argues that Bildung was an intellectual tool against elitist and colonial attitudes, rather than a concept committed to them.
