ABSTRACT
A number of similar remarks by different authors may possibly have caused the idea of 'educational fields' to evolve, and this may finally have linked up with the field-theory developed by Lewin. In the case of Theodor Wilhelm, as well as both W. and A. Flitner and other authors who mention the concept of field in connection with education, there is a certain tendency which is characteristic of the Humanities and which. Winnefeld considers that the present tendency, both in psychology and in pedagogy, is in favour of progressing 'from functional theory towards field-theory', and that it involves an increasing degree of concentration upon 'the essential element': namely, character and personality. Roessler's idea of proceeding by means of 'word-fields' seems to be a very interesting and altogether commendable method of examining the influences that affect specific cultural groups.
