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Education and «Pädagogik»

Philosophical and Historical Reflections (Central, Southern and South-Eastern Europe)

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Edited By Blanka Kudláčová and Andrej Rajský

The book approaches education and the science of education (Ger. Pädagogik) from two perspectives: philosophical and historical. The philosophical perspectives (the fi rst part of the book) explore key philosophical influences underlying the notion of Pädagogik. Questions are raised about the status of philosophy of education, and of Pädagogik as a fi eld of study. The nature and scope of their contributions in academic workplaces are critically reviewed. Concerning the historical perspectives (the second part of the book), these explore key historical moments in the development of Pädagogik as a scientific and academic discipline in individual countries of Central, Southern and South-Eastern Europe, based on the original German tradition.

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1.2.2 The Cosmic Dimension of Education. Eugen Fink in the Continental Tradition Philosophy of Education (Taking into Account the Tradition of Czech Philosophy of Education) (Naděžda Pelcová)

1.2.2 The Cosmic Dimension of Education. Eugen Fink in the Continental Tradition Philosophy of Education (Taking into Account the Tradition of Czech Philosophy of Education)

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Naděžda Pelcová

If we ask a question about the fundamental nature of the Continental concept of education, then we first have the task of attempting to define the specificity of the pedagogical and philosophical meaning of education, the difference between Pädagogik and the philosophy of education. Pädagogik as a discipline begins by defining terms (Průcha 1997; Průcha 2000) and the definition of its subject: Education, at least from the viewpoint of a discipline such as Pädagogik, is a long-term, deliberate, purposeful process of the holistic formation of a human personality in terms of his intellectual, moral, volitional and social development (Pařízek, 1996, p. 76). Emphasis is on the word “process”, which evokes the idea of a necessary and causal procedure. Such a definition starts from the premise that education is a necessity, given, indisputable fact, in which metaphysical constants are given through historically changing “variables”. The first of them is the educator, the second is the educated, and the third is the subject – namely the material to be studied. Another undoubted constant, on this view, is legality (the legal obligation of the older generation to educate the younger). Then there is the legitimacy of such an educational formation (be it telos, i.e. the purpose of some higher preordained instance, as Prof. Palouš mentions, or human “good will”, expressed, for example in the words of the educator “we’re doing it for the young”). The process is established, the objective is set (it...

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