Upbringing without Goals?

Abstract

Human existence is specific in that it involves upbringing based on setting goals, which people attain or strive to attain over a shorter or longer period of time. Such goals are necessary for people and their upbringing. Many contemporary concepts of human existence emphasize this goal-oriented human nature. For instance, Alfred Adler’s individual psychology includes a theory that our goals influence our life plan and lifestyle. Goal-oriented human nature seems to be in harmony especially with the specificity of pedagogical thought and action, spread continually between the actual state and the possible state of man and community, in a kind of a tension between reality and ideals, between the actual state and the desired state (axiological outline of upbringing, pedagogy and its individual disciplines). While on the one hand we have the actual state of a person and their surrounding reality, we also need the ideal dimension as well as the third category, that is the values that are between the Absolute and the values of the various stages of existence, which find their fulfillment in the value of freedom, without which man not only would not be able to possess the highest values, but he would also remain crippled as a result of being who he should be, not who he actually is. It is the value of freedom that makes man become the creator of values in the process of adopting an external ideal and making it the inner form of a person (introception of values). The presence of goals in the process of the act of education makes it possible, as well as causes outcrop or exteriorization of man himself in his humanity.