WYCHOWANIE DO CZŁOWIECZEŃSTWA EDUARDA SPRANGERA
EDUARD SPRANGER’S EDUCATION TO HUMANITY

Summary/Abstract: The author reconstructs and interprets the Education to Humanity by Eduard Spranger, a prominentGerman philosopher, psychologist, and pedagogue, whose pedagogical work is little known in Po-land. The barbarism of the Russian-Ukrainian War is a reminder of how topical the issue of realisingthe value of humanity is in contemporary education. Spranger not only answers the question of whathumanity is, but points to specific, rather than general, methods of its formation in young people. Herefers to selected teaching methods of Socrates, specifically to moral stories, and also to meditation, asin Zen Buddhism. He links a number of universal values to the formation of humanity, such as self-re-flection, dignity of the person, self-criticism, responsibility, conscience, and love. Spranger’s theory ofupbringing is holistic. Its teleology is oriented towards personality development, with an emphasis onaltruistic values and human moral development. It is largely consistent with the pedagogical thoughtof Otto F. Bollnow, Abraham H. Maslow, Theodor Adorno, Hans Waldenfens, Andrzej Szyszko-Bo-husz, Hilarion G. Petzold and other contemporary scholars – humanists. It also seems a continuationof Immanuel Kant’s, Johann H. Pestalozzi’s, Leo N. Tolstoy’s, Rudolf Steiner’s and even Mencius’sconcepts of education, as well as those of Zen and Daoist teachers. Spranger opposed the idea ofa transhumanism based on modern technology, as well as the instrumental and utilitarian treatmentof nature, and the materialistic and technological trend, that is omnipresent in modern human life.

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