ODGOJNE IMPLIKACIJE KIERKEGAARDOVE ANTROPOLOGIJE. OD ANTROPOLOGIJE DO FILOZOFIJE ODGOJA U MISLI SØRENA KIERKEGAARDA
EDUCATIONAL IMPLICATIONS OF KIERKE GAARD’S ANTHROPOLOGY. FROM ANTHROPOLOGY TO THE PHILOSOPHY OF EDUCATION IN THE THOUGHT OF SØREN KIERKEGAARD

Summary/Abstract: In the paper we shall deal with the implications of Kierkegaard’s anthropology on the philosophy of education. It should be said right at the beginning that Kierkegaard is not a philosopher of education in the strict sense of the word, although, as we shall see, many of his thoughts have great educational significance. It is for this reason that we examine his understanding of man and the way in which man can best develop and accomplish himself, which is the main objective of the philosophy of education. After all, the view of education stems from the view of man. With regard to the modern understanding of education we can see that the main difficulties are connected with the interpretation of education (and, here, we first and foremost think of man’s moral development) and the role of educators. Namely, there is no single interpretation of education. Moral education is connected with comprehension, teaching and living of values, and is usually interpreted in two ways: as character education, or through the so-called cognitive-developmental approach. However, besides teaching (for) values – the educator is extremely important for the success of education. The educator represented by Kierkegaard has special teaching methods, and what those include we shall see on the example of the so-called Christian existential philosophy of education which would be surely represented by our Dane. In this context, we shall examine and argue the position according to which, when it comes to education, the priority should be given to God as the educator (over a human teacher or educator).

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