The subject-person and education in the dialogical personalism (R. Guardini), in the phenomenological anthropology (A. Ales Bello et alii), in the historical personalism (A. Agazzi), and in praxic historicism (A. Gramsci): Education as a rejection of any approval and self-expression, wich is internalized and/or in the historical context

The phenomenological anthropology and the question about the human being as a person and his ontological and axiological foundation represent the core of Stein’s philosophy of education and her followers’ one in Italian pedagogy (A. Ales Bello), which has its roots in an idea of Bildung as the promoter of the human being in his entirety. Starting from this anthropocentric setting, E. Stein is convinced that any theory or educational practice, to be considered a scientific one, should be based on a metaphysics of the object "education" and on an ontological analysis of its earliest structural elements. Among these, there is the person, esse essentia and existentiae of the educational phenomenon, from which pedagogy must restart in order to understand the nature, the meanings, the means and the aims of education. This paper aims to throw light on the primacy acquired in Stein’s philosophy of education: either by the metaphysical investigation on the human being, or the nature and the meaning of its operari, by the ontological analysis, concerning his deep structures for answering to a question about education; but also to determine what the conditions are, which can help to make the human being a polite person, then a person