SEMANTIC AND MORPHOLOGICAL STRUCTURE OF EDUCATIONAL VOCABULARY IN THE GERMAN LANGUAGE (ON THE EXAMPLE OF THE CONCEPTS BILDUNG, ERZIEHUNG, AND AUSBILDUNG)

Аннотация

This article provides a comprehensive linguistic analysis of the morphological structure, derivational dynamics, and semantic hierarchy of key educational vocabulary in the German language, focusing on the concepts Bildung (holistic education), Erziehung (upbringing/moral education), and Ausbildung (vocational training). Taking a comparative and cognitive-linguistic approach, the study examines how affixational, compositional, and analytical word-formation models construct educational terminology and reflect broader socio-cultural values. The semantic analysis reveals a functional duality: Erziehung operates through a dynamic semantic model centered on internal spiritual and moral development, whereas Ausbildung functions via an empirical, practical semantic model tailored toward professional skills and labor discipline. Furthermore, the study explores the synthesis of these opposing poles under the overarching concept of Bildung, illustrating how affixes (such as aus-, er-, and -ung) and compositional modifications (e.g., Lehrkraft) encode institutional and pedagogical philosophies. Supported by evidence from literary works (such as Goethe’s Wilhelm Meisters Lehrjahre and Hermann Hesse’s Unterm Rad) and classical educational philosophy (Friedrich Fröbel and Wilhelm von Humboldt), this article substantiates the semantic adaptability, stylistic nuances, and linguacultural significance of German educational terminology..