In the last chapter of my little trilogy Nohl, Spranger, Litt I try Litt education between the wars in the light of the constructed myths to understand.
education is the process in the coming together of becoming human with the spiritual order. A dominant power differential also ensures that the meeting takes place in many areas, regardless of scheduled educational purposes. The mind rears itself from this insight are Litt understand thesis that in the classroom and in the prevailing mediocrity of the teaching staff areas of the elementary and self-worth of great works allowed only on education, therefore, that just is not the subjects and content should be canceled.
The myth of a powerful spirit is also the basis for criticism of excessive Litt leadership of pedagogy: One of the laws of the mind to be followed is that each culture has its own law and thus should not be unilaterally controlled by others. Unless the education airs for my guide, it underestimates the inherent laws of the other areas and the true one another 'in the fields. It thus contributes to an unproductive division, rather than as intended to save the culture. From this situation, the education free only if it recognizes the spirit as the true leader - if it is the servant of the mind.
This is the second myth addressed. He leads the remarks on the theory and practice of deliberate, scheduled educating. Litt boundary adjustments between the education and other cultural areas, it is understood as service to the spirit. The consequent demand for self-restraint of pedagogy is a call to serve the spirit. In practical perspective reduced at closer inspection, the what he called the "double task of education" in a supportive spirit of letting grow, at a service mind.
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