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Abstract
In the 1950s and early 1960s it would have been idle to ask who was the author of this statement. Martin Buber (1878–1965) ranked among the most widely received authors along with other representatives of humanistic pedagogy. Pedagogical relevance, dialogical education, discourse, and encounter belonged to the basic vocabulary of pedagogical practitioners and theoreticians. After Brezinka's reproach of romanticizing irrationalism,1 pedagogy took a realistic turn that relegated the humanistic approaches perceptibly to the background of the scholarly discussions.