ABSTRACT
Most of what has been written on Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education (cf. Rosenblat, 1971; Schudder, 1968; Hilliard, 1973; Gordon, 1978; Cohen, 1979); and case studies that aim at putting theory into practice (cf. Itzhaky and Hertzanu-Laty, 1999; Lundan, 2003). The perspective taken by commentators has been to hold a dialogue with Buber’s work to identify and analyse critically his views and, in some cases, to put them into practice; in such an approach commentators dialogue with the text.
