ABSTRACT
Therehasalwaysbeenaso-calledhumanisttradition ineducation.Namescomeeasilytomind;Socrates, Era.smus,Comenius,allthe'greateducators·were moved,attheveryleast,byacommonconcernfor humanityandbyacommonfaithinthepotentialof humanbeingstoachieveprogressthrougheducation. Tothatextenttheircreedwas'humanist'.Butwhen itcomestoassessingthiscommonfaithagainstthe educationprogrammewhichunfoldsfromit,when educationisbroughttotermswithmetaphysicsor withthedictatesofdifferentideological positions,i.e.,whenhumanismisdefinedasa 'philosophyofman'andhumanisteducationasa programmereflectingthisphilosophy,thenthe problemofmeaningbecomesmanifest.
