https://doi.org/10.31648/hip.507
The question of education gain a new meaning in the Age of Enlightenment because of its role in the process of removal the individual from the mythical world and superstition to emancipating illumination of reason. The Enlightenment appears as an epoch torn by inner contradictions and then reveals itself as a myth. Its ambiguous tendencies, which leads to emerge the problem of personality as the main concern of modern thought, was stated by Rousseau, who wanted to base his ideal of education on a vision of the man of nature regarding in this concept a way to dissolve them. Nietzsche was raise the same task an almost hundred year after Rousseau tending to converse his idea of overman on the ground of culture, in which the real character of human nature has to be revealed. In both thinkers the role of myth is an important one in the matters of education and although it functions as an hermeneutic principle in an openly way, it also reveals its different countenance in its hidden dimension. Rousseauas well as Nietzsche are reaching to the same conclusion on the foreground their diagnoses of the crisis of modernity regarding from the point of view of contradictional tendencies of Enlightenment. This conclusion culminates in statement that mechanisms of alienation, which has its root in Enlightenment, are impossible to resolve. The mythical (in the meaning of false) character of both conceptions can be seen on the ground of numerous issues concerning the existential and cultural education. Regarding from this perspective reveals its falsity in the negation of possibility to actualize the vision of human nature described by them, which means that the Enlightenment’s tendencies has irrevocably furrowed an abyss impossible to cover between the man and his world.
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