 This basic stance … is decisively characterized by the fact that its perspective is unconditionally that of the educand. This means that its task is not to draw the child towards … specific, predetermined, objective goals that it might see … [in] the state, the church, the law, the economy, and also not of a [political] party or worldview. Instead, it sees its goal in the subject and his/her physical and personal realization or unfolding (körperlich-geistige Entfaltung). That this child here comes to his life’s purpose (Lebensziel), that is [its] … autonomous and inalienable task. (p. 152)  In more
quote This basic stance … is decisively characterized by the fact that its perspective is unconditionally that of the educand. This means that its task is not to draw the child towards … specific, predetermined, objective goals that it might see … [in] the state, the church, the law, the economy, and also not of a [political] party or worldview. Instead, it sees its goal in the subject and his/her physical and personal realization or unfolding (körperlich-geistige Entfaltung). That this child here comes to his life’s purpose (Lebensziel), that is [its] … autonomous and inalienable task. (p. 152) | Herman Nohl The pedagogical relation, finally, has as its interest not necessarily the "success" of the student, but rather their "subjectivation"--their becoming a subject, a person (see: Biesta, xx).
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The pedagogical relation, finally, has as its interest not necessarily the "success" of the student, but rather their "subjectivation"--their becoming a subject, a person (see: Biesta, xx).