Man – Freedom – Good – Truth as a Horizon for Reflecting on Education in Józef Tischner’s Philosophy

Education constitutes an integral part of human life because of its constant presence. Sometimes it escapes our attention, proving that it requires continuous reflection. Quite often, instead of education in its proper sense, we are dealing with indoctrination, which aims only at pragmatic goals.

In this article I analyse the situation of education in Tischners philosophical-anthropological vision of the relationship between good and truth. I assume that the basic condition for consistent education is the realisation of good and truth in a specific way, with a certain dramatic dimension. The philosophy of education points to its difficulties and antinomies, to a struggle with good and truth. Tischner’s philosophy of drama is most of all a search for truth; it wants to avoid a suspicion that it intends – for example in the process of education – to enclose man, his understanding and self-understanding within a certain system. In this philosophy, man is perceived as a being capable of creating himself, capable of freely choosing the values and goals for his actions.

Education should therefore be perceived in a Socratic way i.e. as a dynamic process oriented towards good and truth, in which movement (aspiration) takes place from an unsatisfactory state (of moral and intellectual abilities) of the pupil to (optimal) development of their personal perfection.

Education constitutes an integral part of human life because of its constant presence. Sometimes it escapes our attention, proving that it requires continuous reflection. Quite often, instead of education in its proper sense, we are dealing with indoctrination, which aims only at pragmatic goals.

In this article I analyse the situation of education in Tischners philosophical-anthropological vision of the relationship between good and truth. I assume that the basic condition for consistent education is the realisation of good and truth in a specific way, with a certain dramatic dimension. The philosophy of education points to its difficulties and antinomies, to a struggle with good and truth. Tischner’s philosophy of drama is most of all a search for truth; it wants to avoid a suspicion that it intends – for example in the process of education – to enclose man, his understanding and self-understanding within a certain system. In this philosophy, man is perceived as a being capable of creating himself, capable of freely choosing the values and goals for his actions.

Education should therefore be perceived in a Socratic way i.e. as a dynamic process oriented towards good and truth, in which movement (aspiration) takes place from an unsatisfactory state (of moral and intellectual abilities) of the pupil to (optimal) development of their personal perfection.