Education as a practice of freedom in connectedness

Abstract

From the perspective of humanistic psychology and pedagogy biographical development can be described as lifelong attempt to balance four basic polarities: the pursuit of autonomy and solidarity on one hand, and the desire for security in stable patterns versus the desire for their transgression and transformation on the other. On the background of biographical experiences, issues of future social development between self-limitation and sufficiency are raised. In this context basic value orientations ((religious versus secular) play an important role, exemplified by the way of dealing with refugees. Todays one-sided orientation towards cognitive digital knowledge in research and academic teaching is contrasted with the search for personal and social empowerment and in this context the prevailing teaching and research practices of the universities are put into in question. The ‘red thread’ of the argument consists in trying to define perspectives and opportunities of personal and social development of consciousness despite ubiquitous experiences and feelings of disempowerment.