ABSTRACT
In the beginning Mannheim experienced conflicts of conscience as to whether he could allow himself the time for such work. Others among his comrades were already sacrificing their youth and lives to the work of political organization. A third student, whom the author first met at the end of his studies, was an art historian. He was astonished by his deep insights and manifest feeling of simple joy. If the scientific environment achieves the instant transformation of the young student into such a cognitive personality type, then they see a severing of the vital connections that led to science, and thus also to the motivating principle of true scientific thought. The teacher's task is not simply to represent the interest of the developing science but also to advance the interests of the developing scientists. Accordingly, the pedagogical task of the teacher is to re-channel, as far as possible, the full breadth of this life into the scientific stream.
