III. Education Based on Knowledge of the Human Being II

Those who perceive these contradictions and imperfections in modern life will be ready to look for their causes. They will increasingly recognize how lopsided and limited the generally accepted intellectualistic, naturalistic way of thinking is, which does not see the human being as a whole at all. Usually only our waking state is considered, whereas in reality the hours spent in sleep are just as much part of human life as those of daytime consciousness. You may object by saying that natural science has closely examined the human sleeping state as well, and indeed there exist many interesting theories about the nature of sleep and of dreams. But these premises were made by people while awake, not by investigators who were able to enter the domains of sleep. If people who are interested in education think in rational and logical ways and in terms of what is practical and useful in life, and if, on the other hand, they feel pulled in the direction of Rousseau’s call to nature, they will become victims of strange contradictions. What they really do is pass on to children all that seems of value to themselves as adults. They try to graft onto the child something that is alien to the child’s nature. Children really do seek for beauty—though not in the ways suggested by Rousseau—which for them expresses neither goodness nor utility, but simply exists for its own sake.