European concepts of love have highly affected both the formation of the concept of man as a person (and the modern predicates such as man as an autonomous and responsible being) and the conception ...of education. The "pedagogical eros", however, especially in Christian based education theories and related practice, is limited to the role of the (most) important means of education. Consequently, it is being instrumentalised, and due to traditional morals also highly codified. The surplus value of love in education, gained inthe original European mythology, is thus being lost. The consequences of such a reduction of the "pedagogical eros" are in many ways negative. Firstly,love is manipulated to increase the educator's authority and, secondly, the imitatio Christi principle makes it an excessively exacting object of identification. A direct practical evidence of (mostly not self-conscious) abuse of love in education is a well-known phenomenon of burn out, common in members of teaching professions. As opposed to these phenomena,the European conception of love requires the establishment of a pedagogical relationship with the child as a developing person, not to mentionfirming his capacity of empathy and awareness of the others' rights andneeds, which is the preliminary condition for reflexive morals. Furthermore, it requires a passage from classic instrumental understanding of education as the transmission of existing cultural formulas to perception of education as the development and self-development of the child's potential andas the transcending of one's existing personal determinants and (educational) environment.
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