Tillich Suggests Solution For Educational Conflict

Paul J. Tillich, University Professor, analyzed the problem of conflicting educational aims in modern civilization last night in a lecture sponsored by the Student Association of the Graduate School of Education.

Man has developed two ways of defining the purpose of education, "education by induction" and "education by radical asking and answering," according to Tillich. Induction, he noted, involves the leading of the younger generations into knowledge and conventions of the older, "educated" generation.

Often this process of socialization occurs subtly. "Indeed, the tremendous amount of permissiveness in special years of our children's development produces after a years, nonetheless, the completely American boy or girl.

The second aim has received expression in the traditional humanistic effort to develop all the potentialities present in man. Every university, Tillich maintined, accepts this Renaissance ideal of education. Emphasis on induction into society is reduced and stress is placed rather on free questioning.

Despair and a feeling of emptiness have arisen from the humanistic tradition, however, Tillich claimed. Existentialist philosophy has issued from the "discovery of man's ultimate predicament." In recognition of this plight he posed the "fundamental question of education." "Can we develop beyond this situation without sacrificing the humanistic achievements?"

The answer, Tillich suggested, is initiation: the opening up of something that was and may remain a mystery. Closely allied to the initiation process is the principle of esoterism present in all cultures. He distinguished four forms which esoterism may assume.

Natural esoterism occurs in cases where the subject matter is incomprehensible because of the student's lack of capacity. Artificial esoterism involves the intentional withholding of essentially "open" information. A third kind, religious esoterism, prevails for all those "who are unable to understand symbols as symbols, not just as part of finite reality," Tillich stated.

Finally Tillich described the "intrinsic esoterism in every encounter with reality." He equated this quality with the ultimate mystery of being itself. This fourth form, he suggested, provides the answer to the fundamental question of education.