Die Genese des „Dritten Humanismus"

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At the end of the 19th century, literature and philosophy became increasingly interested in questions about the appropriateness of the traditional humanist educational tradition in a radically changed world. Björn Thesing's study reconstructs the path from neo-humanism to a “Third Humanism” (Eduard Spranger).
At the end of the 19th century, humanism was in a state of crisis. Due to the triumphant advance of positive sciences with all they achieved for modern civilisation, the classical ideal of education dating back to Goethe's time was steadily losing importance as the Gründerzeit began. As a result, literature and philosophy became increasingly interested in questions about the appropriateness of the traditional humanist educational tradition and its socio-cultural significance in a radically changed world. In dealing with these questions, poets and philosophers frequently make use of methods of cultural criticism which, based on a diagnosis of the overall state of contemporary culture, either suspend precarious manifestations of accelerative modernism or seek to overcome them by offering new worldviews. These processes came to a climax in 1921 with Eduard Spranger's proclamation of a “Third Humanism”, a concept that marked an epochal caesura that expressed the end of Goethean humanism. Björn Thesing's study reconstructs the path from neo-humanism to “Third Humanism” in terms of the history of ideas, using individual “milestones” such as Friedrich Nietzsche, Theodor Fontane, Rudolf Eucken, Ernst von Wildenbruch and Eduard Spranger as examples.
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Björn Thesing

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Literaturwissenschaft Germanistik Geschichte 1871–1921 Humanismus Bildungsideal Gründerzeit Kulturkritik Philosophie Dichtung Modernekritik Spranger, Eduard Nietzsche, Friedrich Fontane, Theodor Eucken, Rudolf Wildenbruch, Ernst von

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