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Promenade Spranger 2 ... 3

An aristocratic and hierarchical thinking characterizes Sprangers value setting in the field of education: There is a hierarchy of leaders, pupils, educational communities, educational materials and educational ideals. For his presence in the twenties, he increasingly recognizes a supreme ideal in the area that is defined by hierarchy: in the field of power. A strong state, guided by moral hero is to save Germany; an education for the state should create conditions for the individual.

From these myths to understand Sprangers value orientations. They are characterized by a reflection back to the proven Prussianism for fear of the new, especially political left. He leaves the position of the scientist. The "higher withdrawal" proves to be power, pre-formed inferior political and social attitudes with scientific arguments may be.

As the capstone, Sprangers valuation, subjective in origin, it remains in the educational major works not executed. Without him, however, with the arc of the system yourself - Sprangers philosophical education, as I look in the third chapter construct remains unfinished.

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Promenade Spranger 1 ... 2

Sprangers After conviction, the decision of what should be the central task of humanistic theory. But as the authoritative normative mind can not be brought to a universal standard total, the research might ultimately turn "to God alone." From the higher Waiting he decides responsible for what his conscience identifies him as useful. The understanding of Sprangers personal decisions are two myths that I have constructed in the second Chapte l.

told The one myth, the fragmentation of culture is an expression of a general trend towards a progressive differentiation of the value areas. Grow along with it the longing for redemption, according to new syntheses. Since in the present cultures, the German culture, especially suffering, a release of the West was to be expected especially from Germany.

The Man does most of the morality of his culture, that is, in the presence of the twenties: the fragmentation. He sees himself no longer. This is where the second myth. The moral heroes: the extraordinary personality, its value can be placed under a religious area total is, it reserved to the German culture and to redeem the West in general.

the end of the Weimar Republic seemed Spranger this hero preferably in the range of policy search. However, direct moral heroes do not mind if the people are not able to listen to them. This is not so in the moment, and the German "homo politicus" must be broad-based only be created through education.

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Eduard Spranger: Exposure

In first chapter I present the issues that are central to an understanding of Spranger's education in the twenties.

The soul of a people and culture of a people are clamped in the vertical polarity of nature and idea. Nature is the winner, a scientific perspective but offers no insights into the nature of the two phenomena, understandable they are only in the horizon of eternal laws, from the perspective of a realm of ideas. Sprangers humanities analysis here includes a six-part structure at the individual, as has on the individual level of validity.

In this structure, however, is no rest between soul, culture, nature and the world of ideas there is tension. In his presence in the twenties takes Spranger perceive these tensions as an existential threat.

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Promenade Nohl 2 ... 3

Herman Nohl's administrators, teachers of the interwar years ago I in the third chapter . He is all elements of the structure of the educational life after the same pattern:

form the horizon of his remarks to him, the two myths that I have constructed in the second chapter. The "German Movement" is an inexhaustible fund of legitimacy to the statements, and it forms the basis for temporal subdivision. The myth of the "strata of Soul" provides the backdrop for statements on the educational level in the strict sense: the nature of the educator, the plasticity of the pupil, the Educational terms and from these bases derived various forms of education are explored mainly from the perspective of general insights in the structure of the human soul.

the intersection of the two myths Nohl shows a polar basic structure of the educational life, it varies under different names. Sometimes he holds static as insoluble antinomy, sometimes defeasible than a third, sometimes as a circular process. From this polarity ago Nohl indicated the respective elements of the structure in the educational life and derives from specific targets or methods of education.