Mood and Education in the Light of Martin Heidegger's and Otto Friedrich Bollnow's Views

The article reflects one of the recent trends-the request of teachers, psychologists and philosophers for shaping the anthropology of education. Proceeding from this tendency, the authors aim to explicate the interconnection of the phenomena of education and mood. The research is based on methods of phenomenological reduction and description presenting pedagogical relationships as noematic correlates of their participants' consciousness. Sharing the statement of the Utrecht School of phenomenology, the authors cite examples from fiction which illustrate the role of a person's mood in their day-to-day life at school. The limited interpretation of a human being as a subject, connected with insufficient attention to the phenomenon of mood, is demonstrated. It is shown that Heidegger's and Bollnow's approach to moods as both an existential feature of a human being and constituents of the pedagogical atmosphere is effective. It is this approach that meets the modern scholars' demands for the creation of the anthropology of education. It is concluded that such demands can be effectively dealt with only through realizing a human being as a being who does not have but seeks for the meaning of its being, as well as through understanding that the educational space is not homogeneous and continuous for all its actors; it is a discrete space where actors can be shielded from each other by their axiological structures. The authors also emphasize that pedagogical interaction is a kind of an encounter (co-existence), which makes the participants in the educational process feel anxious and even be in crisis. Paradoxically, the teacher's task is not to avoid crisis situations, but to recognize their potential pedagogical value and help students to overcome them with as much honesty and resolve as they are able to muster. The existential interpretation of a person's existence and mood shows that the world is open to a person only if the world turns out to be meaningful for them in their being rather than because natural things influence consciousness. In this regard, education and learning activities should not be identified with a particular kind of learning, a transmission of information or knowledge from the educator to students, but should also be interpreted and organized as the process that would open wide opportunities for any future meaningful educational experience of the participants in the process. The research highlights the value of empathy as the art of sharing and caring and draws attention to fiction as a means of forming empathy in the educational process.

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