Care of the self' as a way of achieving wholeness

This article considers the issue of a possible actualization of the "care of the self' practice in the conditions of the fragmentarity of modern man's existence. The fragmentary nature is presently becoming one of the most important existential issues for man. This issue can be resolved neither through a forced integration of oneself into the framework of a certain system of beliefs nor through a conscious refusal of one's wholeness. In this situation it is justified to appeal to the classical antiquity regarding it as a special way of being and thinking. This method represents a one-of-a-kind combination of human individuality and natural involvement in the world (cosmos). The person who deserves a substantial credit for the actualization of this practice is Michel Foucault. This involves primarily focusing one's attention on the practice of being that was profoundly developed in the classical antiquity. This practice is juxtaposed with the position that has been dominant in the European culture since Descartes and can be described as 'theoretical'. Speaking of the most important conditions for the practice of 'care of the self that are significant in the situation of the modern fragmentarity of existence, one can name ignorance and obligatory involvement of a teacher (mentor). Here ignorance is understood as a conscious refusal of defining a certain 'essence' or 'nature' of man. In this case the function of the teacher means encouraging to the radical questioning of oneself in the learner rather than transferring knowledge. This challenging of oneself, in its turn, happens to be a paradoxical way to re-create the holistic comprehension of the world in man. The wholeness is supported not by the system of the knowledge of the world but by the genuineness of the being that man experiences though the questioning of oneself. The need for such a practice requires a re-consideration of the modern education concept, including higher professional education. The most important element of education must be teaching a person to develop the ability to practice the holistic comprehension of oneself and the world. The leading role in the development of this ability must be played by philosophy in the sense of a spiritual and intellectual practice in which communication with the teacher is an essential component.

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