Homo educandus through the prism of educational anthropology

Abstract

An important area which has not received adequate attention within philosophy and educational theory is a close relationship of the human way of being and education. In the light of this the purpose of the article is Janus-faced, looking both inward at reconstructing a mental image of a man that is central for scholars’ worldview and outward at designing a philosophical model that would be keeping with the current challenges of education. Drawing attention at the widespread of electronic technologies in our life it is argued that the idea of a man as embodiment has significant educational consequences. The most important one is the possibility to reveal the meaning-making dimension of consciousness which the modern education urgently needs today. The claim that perception and cognition of the world does not take place from the standpoint of “pure” mind detached from the body, but rather on the basis of embodiment is considered to be a convincing one. In this regard, one of the primary missions of education is to reveal and activate the consciousness-body system as a source of man’s meaning-making activity. Furthermore the issue states that the pedagogical vision of the human being as someone who doesn’t have but search for meaning would succeed only if the human being is viewed as an integral whole rather than as separate parts. In conclusion it is stated that both philosophy and theory of education need to develop a multidisciplinary study of education – anthropology of education. The research field related to inquiry on the subject of education in the integrity of his three dimensions – mind, body and language.