This article presents the importance of Buitendag's stance in the so-called 'theology of nature'. His theological statements endeavour to understand reality in conversation with other academic disciplines to see things in a wider and holistic perspective. Following a suggestion of Moltmann, theology must not restrict itself to internal ecclesiastical and personal faith topics but search for 'the truth of the whole'. It is argued that Buitendag's concept of holism is different from Moltmann's 'the truth of the whole'. Moltmann's holism is (...) eschatologically directed after history, but is meaningless in a contemporary debate. His concept of history seems to be problematic too. Buitendag's holism is more Quinean as a comprehensive relative approach, bottom-up from contemporary insights within different academic disciplines. His theological approach looks like an ellipsis, involving both an ontological and epistemological focus. He defends communion as the primary concept, ontologically, which biologists may recognise in their observations of animal communities too. His theology shows a panentheistic perspective for the discourse on divine immanent agency by using as analogy the mind-body relationship in a sophisticated way. Buitendag shows the importance of this perspective for theological hermeneutics. This article presents some logical and theological problems in a panentheistic view which some prominent supporters defend as 'reality depicting'. Buitendag avoids this because of a relational ontology. (shrink)

This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an (...) extension of Martin Heidegger’s fundamental ontology, antisubjectivism and especially his theory of truth as unconcealment. According to this line of interpretation, Bollnow’s project brings an existential addition to classical pedagogical theories, as a level of appealing pedagogy. According to this existentialist view, education in a strict sense cannot really take place: it could not affect the true core of a person, nor this person could be subjected under any pedagogical influence in any meaningful way. The only task left for education is to appeal to the conscience of an already autonomous person. However, in this study it is claimed that this line of interpretation falls short to the fact that Bollnow’s philosophy of education builds heavily on his overall philosophical-anthropological project, which springs from Kant’s first critique and especially, as shown in this work, from Edmund Husserl’s transcendental phenomenology. The study shows, that Bollnow’s discontinuous forms of education are not resulted from hermeneutic educational reality, with an extension of existential potentiality to authenticity of a person. In fact, one could not derive such a view from mere hermeneutics. Instead, what Bollnow’s structural view of educational reality indicates, is that it should be understood as a phenomenological description of a priori categorical structures. It is claimed in the work, that the discontinuous forms are the products of phenomenological reduction. They are derived from the direct experience within consciousness, from the essence of what is experienced, from the very nature of what is it like to be in a process of becoming human. From this perspective, from the subject-point, education cannot be described as a paradox of freedom and restriction between educator and educatee, nor transmission of culture between generations, but instead could be described as the subjective experience of being educated or educating oneself, disclosing oneself to oneself, which is constituted only by the necessary conditions of these subjective experiences of discontinuity. (shrink)