Abstract
The article discusses two basic paradigms of western educational theory, namely the concept of “influence” and the concept of “development”. Two historical contextes are analyzed, John Locke's theory of human learning and Jean-Jacques Rousseau's theory of natural development. Both theories are rejected in favour of a position beyond “influence” and “development”. This position of a theory of education (Erziehung) is marked with the term “moral communication”.
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