This master's thesis addresses the problem of dualism in pedagogy, which, through the division between subject and object, generates the problem of interaction and thereby gives rise to seemingly insoluble dilemmas, such as the paradox of education and the question of whether education should guide the individual or allow for spontaneous development. We have shown that neither naturalism nor sensualism can resolve the so-called »mystery of education«, namely the question of how it is possible that the teacher's educational activity can have an effect on the student, since both positions are based on the assumption of an original incompatibility between the internal and the external. Since these tensions cannot be resolved within the dualistic framework in which they arise, the thesis develops an understanding of education as a relational and communicative process between teacher and student that is inherently unpredictable. In doing so, it establishes a »third way« that situates education within a shared space of mutual recognition and our inherent embeddedness in a world shared with others. Within this framework, the traditional role of the teacher is also transformed from a transmitter of knowledge into a creator of »irritations« and of conditions for students' first-person experiences, to which the student, as an autopoietic being, responds through their own free activity.
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