ABSTRACT
This chapter argues that the main reason for the oversight is the increasingly pervasive tendency in educational discourse and research to conceptualize human development in terms of learning – and not in terms of education itself. It aims to bring back the grounding role of the development of self-consciousness and its ethical framework within the focus of explorations into the formation of mindedness. The chapter discusses the shortcomings of the phenomenon of "learnification" in educational research and policy with an eye to elaborating an alternative understanding of the development of mindedness which possesses the argumentative and the normative power to orientate educational policy and pedagogy. It outlines the general features of a (Hegelian) conception of education as development of mindedness, a conception which has a certain meta-status to both learning and teaching, for it can serve as a conceptual basis for the evaluation of both.
