Η «ισότητα» εν συγκρούσει με την ελευθερία στην εκπαίδευση και ως «ανάχωμα» στην εξέλιξη του χαρισματικού ατόμου; Ένα φιλοσοφικό πείραμα αποδόμησης του επιχειρήματος περί σύγκρουσης από το 17ο αι. μ.Χ. και εξής, με αξιώσεις σημερινής εφαρμογής.

Abstract

            In post-modern societies, when sb deals with convincing yet isolated arguments, rather than systematically expressed, the urgent need to review those claims in a number of fields, including Pedagogy, arises. An exemplary method of extracting legitimate legal arguments is, among others, their view as philosophical and critical opinions, not just by citing the various philosophers throughout the centuries. In the field of the education of charismatic children, the age of Enlightenment, as expressed by Locke and Rousseau, represents the primordial need for the access to education of all according to their natural inclinations and abilities, a conclusion derived both by the principle of freedom and natural education. But the necessity of educating charismatic individuals seems also to be a conclusion of the theorists of German Idealism, as, on the one hand, Hegel removes the limitations of individuality in the interface with Absolute and on the other hand, Fichte, with the interdependence of the rights to unity of the legal order seems to be positive towards the freedom to develop their competencies, given their neo-humanistic educational orientation. Ultimately, the numerous demands of our society require the fruitful drawing of ideas from philosophical texts by those who are responsible for taking action.