[en] This article reviews the role of Jewish tradition in the Central European (Mitteleuropa) culture of the 19th and early 20th centuries. After confirming the Hebraic contribution to western culture, it examines the significance of the University of Berlin (1810) with regard to the assimilation of the Jews, an ultimately flawed project that placed a great deal of importance on the role of the German language, which became a kind of lingua franca (a new koin?) to enable free circulation and social ascension in the Central European Empires (Second German Empire and Austro-Hungarian Empire). It is no coincidence that Wilhelm von Humboldt was a reputable philologist, hence the assimilation of the Jews involved, in addition to separation from the synagogue, mastery of the German language and familiarisation with an educational ideal (Bildung) derived from German neohumanism, the prime example of which was Berlin?s model of university for the fostering of the arts and sciences. However, the anti-Semitic mood that emerged in the late 19th century made it impossible to assimilate the Jews, who developed (with Hermann Cohen and Franz Rosenzweig at the forefront) not only a new manner of thinking (new, because it was a rift from German idealism), but also a new concept of higher education that, in accordance with Jewish principles, led to the inauguration, in Frankfurt in the autumn of 1920, of the Freie J?dische Lehrhaus or Free Jewish House of Learning. Thus, a new pedagogic horizon emerged in higher education which, linked with elements of Judaism, emphasised the importance of the Hebrew language, Hebraic culture, the reading of texts (Torah, Talmud, Mystics) and their exegesis. Judaism thus created a new way of thinking and teaching, which led to a linguistic and hermeneutic turnaround that became evident in the years after the First World War (1914-1918), when an increasingly more severe crisis was faced by the Humboldtian model of education, based on the union between the gymnasium and the university, a pedagogical method that ultimately failed to satisfy the European Jews, who forged a pedagogic discourse (Religionsp?dagogik) that was associated with the Neo-Hebraic Renaissance. The topicality of the subject is supported, moreover, by the season of conferences that?the Goethe Universit?t in Frankfurt organised in 2012 under the generic title of ?J?disches Denken in Frankfurt: Das Freie J?dische Lerhaus 1920-1938?.

[es] En este art?culo se revisa el papel de la tradici?n jud?a en la cultura del centro de Europa (Mitteleuropa) en el siglo XIX y comienzos del XX. Despu?s de constatar la contribuci?n hebrea a la cultura occidental, se repara en lo que signific? la Universidad de Berl?n (1810) de cara a la asimilaci?n de los jud?os, un proceso que result? fallido y que dio mucha importancia al papel de la lengua alemana, que se convirti? en una especie de lengua franca (una nueva koin?) que permit?a circular libremente y ascender socialmente en los imperios centrales (Segundo Imperio germano e Imperio Austro-h?ngaro). No en balde, Wilhelm von Humboldt fue un reputado fil?logo de modo que la asimilaci?n de los jud?os comportaba, adem?s del distanciamiento respecto la sinagoga, el dominio de la lengua alemana y la familiarizaci?n con un ideal formativo (Bildung) derivado del neohumanismo alem?n que encontr? en el modelo universitario berlin?s el m?ximo exponente para el cultivo de las letras y las ciencias. Sin embargo, las manifestaciones antisemitas surgidas a partir de fines del siglo XIX imposibilitaron la asimilaci?n de los jud?os que desarrollaron ?con Hermann Cohen y Franz Rosenzweig a la cabeza? no s?lo una nueva manera de pensar (novedosa porque supuso una ruptura con el idealismo alem?n), sino tambi?n una nueva concepci?n de la ense?anza superior que, de acuerdo con los principios del juda?smo, se plasm? en la inauguraci?n, en el oto?o de 1920, en Fr?ncfort, del Freie J?dische Lehrhaus o Instituci?n Libre de Ense?anza Jud?a. Por tanto, se abr?a un nuevo horizonte pedag?gico en la formaci?n superior que, enlazando con los elementos del juda?smo, enfatizaba la importancia de la lengua hebrea, la cultura hebrea, la lectura de textos (Tor?, Talmud, m?sticos) y su ex?gesis. De este modo, el juda?smo propici? un nuevo estilo de pensar y de ense?ar, preparando un giro ling??stico y hermen?utico que se hizo evidente en los a?os que siguieron a la Primera Guerra Mundial (1914-1918), cuando se agudiz? la crisis del modelo educativo humboldtiano, basado en la conjunci?n del gimnasio y de la universidad, una v?a pedag?gica que no satisfizo, finalmente, a los jud?os europeos que forjaron un discurso pedag?gico (Religionsp?dagogik) ligado al renacimiento neohebraico. La actualidad del tema viene avalada, adem?s, por el ciclo de conferencias que la Goethe Universit?t de Fr?ncfort organiz? el a?o 2012 bajo el t?tulo gen?rico de ?J?disches Denken in Frankfurt: Das Freie J?dische Lerhaus 1920-1938?.