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Pedagogy, both as an academically theoretical activity and humanistically social practice has been under a serious crisis for a long time. Obviously, this crisis has been caused by numerous rea- sons, both external and internal. Yet, it seems to be a perfect opportunity to re-discover the source of pedagogy in the philosophy of upbringing and – through the conversion in the centre of peda- gogical thinking – to restore the tension between philosophy (in its wise ontological-metaphysical hesitation) and pedagogy. It seems clear that this lack of tension and limiting pedagogy to a de- tailed social science, is damaging and appears to be the fundamental problem and the main reason of the critical condition of contemporary pedagogy.
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