MARTIN BUBER’S NOTION OF EDUCATION: DIALOGUE, ENCOUNTER, AND THE FORMATION OF THE WHOLE PERSON

Emmanuel Egbe Ukata

Department of Philosophy, St. Augustine’s Institute of Philosophy, Makurdi, Benue State, Nigeria.

Abstract

Martin Buber’s philosophy of dialogue offers a profound and humanistic foundation for rethinking education in both its theory and practice. Rooted in his seminal work I and Thou (1923), Buber challenges mechanistic and instrumental views of education by emphasizing the centrality of authentic human relationships. His concept of the I-Thou encounter characterized by mutual presence, openness, and ethical engagement contrasts sharply with the impersonal I-It orientation that often dominates contemporary educational systems. This paper explores Buber’s core educational ideas, particularly the pedagogical implications of dialogue, the relational role of the educator, and the moral dimensions of teaching and learning. According to Buber, education must be more than the transmission of knowledge or preparation for the workforce; it must be an encounter that forms the whole person mind, body, and spirit. The teacher, therefore, is not merely a transmitter of information but a co-participant in the moral and existential formation of the learner. In this dialogical framework, education becomes an event of mutual transformation, demanding the ethical presence and responsibility of the teacher toward the student as a unique and irreplaceable being. This paper also examines the contemporary relevance of Buber’s thought in addressing challenges such as depersonalization, alienation, and the erosion of meaningful relationships in modern classrooms. Drawing on the insights of scholars like Paulo Freire, Nel Noddings, and Parker Palmer, the study argues that Buber’s dialogical philosophy remains a vital resource for creating educational environments grounded in care, mutual respect, and authentic human encounter.

Keywords: Dialogue, Encounter, Human Formation, I-Thou Relationship, Pedagogy.