Resumen

ROHR, Ferdinand. The subject-object-relationship in karl jaspers' Periechontology: a contribution to an education for Openness, tolerance and existential realization. ETD [online]. 2016, vol.18, n.3, pp.596-613. ISSN 1676-2592.  https://doi.org/10.20396/etd.v18i3.8646186.

The relationship of subject and object is commonly treated in educational theories as a question of how to connect the student with the content to be appropriated. In Karl Jaspers' later philosophy, Periechontology, we find reflections that lead to the limits of the subject-object-division, demonstrating that an absolute and final knowing of Being is impossible. He calls these reflections the fundamental philosophical knowledge that can be considered as an antidote against any totalitarism and dogmatic thinking. We have to transcend the subjectobject- relationship and to consider Being as the Embracing of object and subject. Jaspers distinguishes seven modes of Embracing. To-be-there (Dasein), Consciousness in General (Bewusstsein überhaupt) and Spirit (Geist) are the subjective and immanent modes, World (Welt) is the corresponding objective mode in immanence. Living exclusively in these immanent modes can never satisfy quietly. To find real satisfaction in life we have to transcend immanence. In Jaspers' view, the step to the transcendent modes can only occur in the concomitance of the subjective and objective side, Existence (Existenz) and Transcendence (Transzendenz). It is in Jaspers' philosophical (not religious) faith that humans find identity with themselves at the moment when they recognize a cipher of Transcendence as an absolute value. The seventh mode is Open Reason (Vernunft). This mode allows all modes to be contemplated in their own sense and unified in the decisions we take that guide our lives. The purpose of this article is to elucidate the pedagogical thinking, underpinned by Jaspers' Periechontology, which is characterized by openness, tolerance and existential realization.

Palabras clave : Subject-Object-Relationship; Periechontology; Educational Theory.

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