Forgotten Connections: On culture and upbringing, 1st Edition (Paperback) book cover

Forgotten Connections

On culture and upbringing, 1st Edition

By Klaus Mollenhauer

Edited by Norm Friesen


146 pages | 27 B/W Illus.

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Klaus Mollenhauer’s Forgotten Connections: On Culture and Upbringing is internationally regarded as one of the most important German contributions to educational and curriculum theory in the 20th century. Appearing here in English for the first time, the book draws on Mollenhauer’s concern for social justice and his profound awareness of the pedagogical tension between the inheritance of the past and the promise of the future. The book focuses on the idea of Bildung, in which philosophy and education come together to see upbringing and maturation as being much more about holistic experience than skill development.

This translation includes a detailed introduction from Norm Friesen, the book’s translator and editor. This introduction contextualizes the original publication and discusses its application to education today. Although Mollenhauer’s work focused on content and culture, particularly from a German perspective, this book draws on philosophy and sociology to offer internationally relevant responses to the challenge of communicating cultural values and understandings to new generations.

Forgotten Connections will be of value to students, researchers and practitioners working in the fields of education and culture, curriculum studies, and in educational and social foundations.


‘Forgotten Connections is a tremendously rich book that provides original insights into the complexities of education and that, through this, provides a unique way into a very different tradition of educational theory and theorizing.’ - Gert Biesta, Julie Allan and Richard Edwards, Series Editors, Theorizing Education

‘In his exemplary introduction to Forgotten Connections, Friesen is, like Mollenhauer himself, always teaching, making complex concepts (Bildung and hermeneutics among them) accessible, providing intriguing illustrations (from his own teaching), situating ideas in history, including in intellectual history and (Mollenhauer’s) life history. Panoramic and provocative, Friesen brings Mollenhauer back from the past into the present. This is a book to be taught now.’ - William F. Pinar, Canada Research Chair, University of British Columbia, Vancouver, Canada

‘Including a thorough, informative and well-written introduction by Norm Friesen, readers will find that the book is as multi-layered and aporetic as it is provocative and different. [The author] provokes and stirs me. His thoughts make me helpless and vulnerable, but at the same time also passionate and curious to understand more.’ -Tone Savei, NLA University College, Bergen, Norway

Table of Contents

Translator's Introduction: Culture and Upbringing in Theory and Practice 1: Introduction: What Are We Talking About When We Talk of Upbringing? 2: Presentation: Sharing Something About One's Self and Ways of Life 3: Representation: Selecting What to Convey 4: Bildsamkeit: Trusting that Children Want to Learn 5: Self-Activity: Taking on Projects and Solving Problems 6: Conclusion: Difficulties with Identity

About the Author/Editor

Klaus Mollenhauer was born the son of a prison teacher and a social worker in Berlin in 1928. Early in his professorial career, Mollenhauer worked to liberate and reintegrate youth forcibly confined in Jugendheime in the West. Deeply influenced by humanist philosophy while a student at Göttingen, Germany, Mollenhauer also taught there from 1972 until his retirement in 1996, and he lived there until his death in 1998.

Norm Friesen studied German at the University of Winnipeg and Johns Hopkins University before completing his PhD in Education at the University of Alberta, Canada. Friesen has worked as a Canada Research Chair at Thompson Rivers University (in British Columbia, Canada), and is currently Associate Professor in the College of Education at Boise State University, USA.

About the Series

Theorizing Education

Theorizing Education brings together innovative work from a wide range of contexts and traditions which explicitly focuses on the roles of theory in educational research and educational practice. The series includes contextual and socio-historical analyses of existing traditions of theory and theorizing, exemplary use of theory, and empirical work where theory has been used in innovative ways. The distinctive focus for the series is the engagement with educational questions, articulating what explicitly educational function the work of particular forms of theorizing supports.

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Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Philosophy & Social Aspects