Abstract

While not underestimating the value of useful knowledge and skills, it is suggested that education should also develop the subjective self of the learner. A distinction is drawn between an ‘additive’ view of education which simply furnishes the individual with knowledge and skills and a ‘transformative’ concept which concerns itself with changes to more central parts of the learner's self. In developing a concept of the subjective self, reference is made to the Enlightenment notion of the autonomous rational self and the interpersonal or cultural self of the Symbolic Interactionists and Communitarians. Particular attention, however, is given to Heidegger's three categories of entities experienced by the phenomenological self: the ‘present at hand’, the ‘ready to hand’ and those entities with whom we share the experience of ‘being with’. An attempt is made to interpret important aspects of education in terms of the development of learners' growing knowledge and deepening understanding of these three kinds of entity and the relation in which they stand to them