Abstract

The article deals with education of coexistence as training of life art (_technē tou biou_). The major thesis is the following: our existence has been educated in the life environment together with other agents of life world (_Lebenswelt_), while the latter are educated in the background of our existential project to be realized during our life. This major thesis presupposes the minor ones developed in the article: existential education means the change of the roles between the agents of life enwironment; existential education covers an ironic relationship between the teacher and a disciple; the teacher educates an unique combination of the disciple’s charachteristics to be nourished in his (her) existential perspective instead of forcing the equal way for everybody; every community has been educated while an individual changes life environment by realization of his (her) existential utopia; education is a kind of existential tradition’s transfer through the new communicative channels; philosophy of education based on existential phenomenology stresses the aspects of responsible coexistence in the life-world to be created; education is the training of our life’s art as responsible creation inseparable from becoming of life-world as the environment of our coexistence; education deals with a miracle of breaking educational circle while a disciple excels the teacher and changes the educational environment. By analysing the problems of existential education the author uses the approaches of both existential phenomenology and cultural regionalistics.