Original scientific paper

The »Transcendental-Critical« Pedagogy of Erwin Hufnagel

Josip Oslić ; Catholic Faculty of Theology, University of Zagreb, Zagreb, Croatia

Abstract

The author in this article endeavours to show that the classical paideia-thought has been forgotten in philosophy and in pedagogy. It should be noted that we too, perhaps, have forgotten that pedagogy originated from philosophical reflection; an attempt to free educational sciences from all forms of »ideology« and »pragmatism«. Due to an insistence on the transcendental character of pedagogy, Erwin Hufnagel turns our attention once again to the fact that »education« and »growth« in »education« do not simply mean understanding educational models. It is before primarily a growing in »good«. Therefore, Erwin Hufnagel abandons the historically obsolete educational models and instead places a significant emphasis on spontaneity, creative freedom, and the importance of a self-conscious life. In establishing his own transcendental-critical position, Hufnagel's considerations follow the rich spiritual history of the West built on the fruits of neo-Kantian tradition and the hermeneutical and phenomenological prepositions of W. Dilthey and M. Scheller. The function of Hufnagel's transcendental pedagogy is that it must above all else concentrate on its auto-reflectivity. Only then is it possible to reveal and enlighten the path of free and responsible action.

Keywords

pedagogy; ethics; formation; neo-Kantian; hermeneutics; phenomenology; individuality; real subjectivity; morality; culture; modern science

Hrčak ID:

24681

URI

https://hrcak.srce.hr/24681

Publication date:

7.9.2005.

Article data in other languages: croatian

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