The not-knowing within knowing

Values, not-evaluation and the role of the teacher in Max Weber

Abstract

 Max Weber's 'doctrine of science' is based on two principles: a) always keep empirical knowledge and value judgements separate (principle of avalutativity); b) never force experience into predefined logical cages (principle of individuality). On the ethical-deontological level, this translates into the impossibility for science to absolutely determine universally valid criteria by which individual action should be oriented. On a pedagogical level, this translates into the teacher's obligation to teach his students to recognise inconvenient facts. The teacher must not be a leader: he is a mediator of scientific knowledge and must educate in the clarity and distinction of concepts. His task is to help the student to ‘know himself’. i.e. to realise the ultimate meaning of his actions.