PUTANJA LAVIRINTA KAO FILOZOFSKO USMERENJE OBRAZOVNE TRANSFORMACIJE
THE PATH OF THE LABYRINTH AS A PHILOSOPHICAL DIRECTION OF EDUCATIONAL TRANSFORMATION

Summary/Abstract: Perceiving education through the labyrinth provides a broader insight into the various aspects of this continuous process, as well as the opportunities and obstacles that build the many paths. Leibniz‘s labyrinth as a metaphor, and divided into segments each possessing an individual principle, provides the continuity of a fluctuating structure in which there can never be a straight line without intermixed curves. Klee‘s teaching methods are based on certain aspects of Leibniz‘s doctrine, primarily in terms of construction and unity, which also include individuality, where the line is the basis of all of this. Unwinding Froebel‘s ball of yarn violates the principle of unity of the ball itself, but thanks to that thread, a new unity is built, which is reflected in the interweaving of numerous different paths. The problems of stagnation in the education process are followed by a pedagogical contradiction, which causes doubts but at the same time can represent a turning point in that process. In order to resolve this contradiction, the example of the prison described by Wittgenstein will serve as a basis for further argumentation.

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