The Structure of Upbringing

Svijet je dat u kategorijama prolaznog a čovjek se u njemu u svoje povijesno biće uspostavlja odgojnim činom. Odgoj je po tome nužan oblik postojanja koje smjera povijesnoj zbilji. Putevi odgojnog zbivanja nisu dati nego zadati. Odgoj po tome nije samo uvjet povijesne zbilje nego je i sam njoj pripadajući realitet. Ovako shvaćen, odgoj izmiče mogućnosti pedagoškog motrenja jer se ono ograničava na onu njegovu pojavnost kojom bi bilo moguće upravljati. Segment odgojne pojavnosti koju proučava pedagogija ne određuje bit odgoja nego može biti samo obrnuto. Bit odnosa odgoja je u projekciji onog što još nije a drži se da bi trebalo biti, a sam je odgojni angažman u očuvanju onog u prošlom za što se drži da je dostojno budućeg. Sobom kao činjenicom, odgoj svjedoči upućenost budućem kao presudnu odrednicu ljudskog postojanja. Po tome je odgoj uvijek i filozofičan, a filozofija »odgojna«. Eros filozofije nije moguć bez pedagoškog erosa, a pedagoški je eros svjedočenje filozofskog. Ova uposlenost filozofije u odgoju ne izostaje niti onda kada je »strogo kontrolirana« jer učitelj ne može nikad iz pouke isključiti bit svog viđenja svijeta. Zbivanje odgoja ima mogućnost vrijednosne stvarnosti koja se ne može izvesti ni iz učiteljeve predanosti znanju, niti iz mogućih ljudskih odnosa u situacijama poučavanja, nego tek iz cjeline tih odnosa. Pedagoškim je erosom po tome vođen onaj tko u činjenici svima nama zajedničkog odgojnog odnosa nalazi drugima skrivene prostore oblikovanja jedne zasebne vrijednosne zbilje i osjeća se od nje pozvanim da svojim učestvovanjem u njoj sudjeluje u oblikovanju onog što dolazi te da se tako i sam u njoj vrijednosno konstituira. Iznesene konstatacije aktualiziraju temeljne kategorije filozofije odgoja P. Vuk-Pavlovića (»budućnosti« »odgajateljevog carstva« »pedagoške zbilje«) i vraćaju na filozofsku utemeljenost teorije odgoja na kojoj je tek moguće zasnovati njenu odgovornu praksu.The world is given in the category of the transitional, and man within it is established in his historicah being through the act of upbringing. Upbringing, therefore, is a necessary form of existing that aims at historical reality. The paths of upbringing events are not given but prescribed. Upbringing is therefore not just a condition for historical reality, rather it is a fact that is itself a part of historical reality. Understood in these terms, upbringing eludes the possibility of observation by educational theory because such observation is limited to the extent of the phenomenon that can be managed. The segment of the upbringing phenomenon studied by education theory does not determine the essence of upbringing; rather the opposite is the case. The essence of upbringing relations is in a projection of what is yet expected to be, while the upbringing endeavor is to preserve what has been in the past for what is expected to be fitting for the future. With itself as a fact, upbringing testifies to an awareness of the future as a decisive determinant of human existence. Therefore upbringing is always philosophical, and philosophy always »upbringing-oriented«. The eros of philosophy would not be possible without the eros of teaching, and the eros of teaching is a testimony to the philosophical. This involvement of philosophy in upbringing is not even missing when it is »strictly controlled« because the teacher can never exclude the essence of his or her world outlook from che lesson. What geos on in upbringing has the possibility of an evaluative reality that can not be deduced from any of the teacher\u27s dedication to knowledge, nor from possible human relations in situations of learning, but only from the whole of these relations. Therefore the eros of teaching, therefore, guides whoever finds, in the fact of the upbringing relationship that we all share, a space hidden to others for shaping a special evaluative reality and fells called upon to take part, through his or her participation in it, in forming what is to come, while in the process, evaluatively constituting himself or herself. The abovestated contentions make current the fundamental categories of P. Vuk-Pavlović\u27s philosophy of upbringing (»future«, »the teacher\u27s empire« »theaching reality«) and return to philosophical grounds the theory of upbringing on which its corresponding praxis can only then be founded