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KIERKEGAARD'S EDUCATIONAL MESSAGE RECONSIDERED / הרהורים על המסר החינוכי של סרן קירקגור
אליהו רוזנוב and ELIYAHU ROSENOW
Studies in Education / עיונים בחינוך
H. 51/52 (טבת תש"ן / דצמבר 1989), pp. 29-40
Published by: University of Haifa / אוניברסיטת חיפה
Stable URL: http://www.jstor.org/stable/23394285
Page Count: 12
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One of the basic problems of contemporary educational theory is the ambiguous conception of the educand, who is regarded as both the object of a process of socialization and an independent individual, i.e., a subject. This conception is an amalgamation of two different philosophical outlooks, the educational implications of which are contradictory. Kierkegaard's concept of education is a model of a radical individualistic philosophy, which substitutes conventional education for self-education. Examining his concept of education sheds light on its theoretical and practical implications for contemporary education. The ambiguous position of the educand in the educational process turns out to be paradoxical, and thus undermines educational practice. Kierkegaard's philosophy does not offer a general solution to the problems with which it confronts us but it does lead us to reflect on them, which helps us to understand ourselves.
Studies in Education / עיונים בחינוך © 1989 University of Haifa / אוניברסיטת חיפה