Education is the transmission of knowledge and skill from one generation to another, and is vitally significant for the growth and unfolding of the living individual. It manifests the quintessential ability of the logos to differentiate life in self-individualization from within, and in its spread through inter-generative networks. Without reaching the evolutive phase of the human creative condition, the human being establishes a unique creative platform on which to conduct its co-existence. On this platform the progress of life is being transformed from a natural ontopoietic accomplishment into an autonomous achievement of the creative planning of the human mind. Specifically, human education focuses upon creative planning moving like a pendulum between nature and freedom.

The present collection of papers focuses on the underpinnings of the creative workings of the human strategies of reason.

Brings to the fore the specific ability of the human achievement to be constantly prepared and adjusted through education The dynamically interactive human platform of existence calls for direction, proportion and balance from education The nature-transcending élan of the human person prompts the cultivation of spiritual aspirations (moral, aesthetic, intellective) Striving to orchestrate the creative planning of the forces of nature, social life, and personal accomplishments, the human being assumes the role of the custodian of life

Autorentext
Anna-Teresa Tymieniecka is a Polish-born American philosopher, one of the most important and continuously active contemporary phenomenologists, founder and president of "The World Phenomenology Institute".

Inhalt
Thematic Study.- Education For Creative Planning.- Section I.- Human Being as a Creative Differentiator of the Logos of Life.- Education And The Ontopoietic Conception Of Life.- Phenomenological Approach in Education.- Poetry and Knowledge in Plato'S Critique of Sophistic Education.- Civilizational Contexts of the Contemporary Educational Crisis.- Section II.- Beyond Knowledge.- Philosophical System and Art Experience in Hegel and Gadamer.- Distance Education Here and now.- Art As The Possibility Of Philosophical.- Can Art Be Taught?.- Section III.- Ethical View upon the Human Situation Within the Unity-of-Everything-There-is-Alive.- The Educational Aspect of the Primordial Situation of One's Being-in-the-world.- Action, Work, and Education in Blondel.- Husserl's Phenomenological Analysis of Ethics As a Foundation for Pedagogy.- The Philosophical Roots of the Concepts of Equality and Justice in Education.- Section IV.- Theories of Nature and Education in the Development of the Human Self in the Eighteenth Century.- Spiritual Experience and the Foundation of Education.- Self-Cultivation and Educative Responsibility.- Merleau-Ponty's in Northern Feminist Education Context.- Hermeneutic Excellence as a Meta-Ethic.- Section V.- Sensuous Experience and Transcendental Empiricism (F. Brentano, E. Husserl, P. D?le).- Learning by Eureka.- Rethinking Education from the Perspective of Life.- In Search of a New Model of Education.- Section VI.- Art Between Communion and Communication.- Relations with Others in the Face of Lévinas' il-y-a.- Communication in the Teacher Training University.- Humanities in Transcending the Perspective of Experience.- Phenomenology of Modern Universalism.