Ideja o humanom obrazovanju njemačkog filozofa religije Bernharda Weltea, koju izlaže u svojem spisu Zur Idee einer humanen Bildung aus christlichem Geist1 i o kojoj se govori u zborniku o Kršćanskom odgoju i obrazovanju danas, od središnje je važnosti za razumijevanje njegove misli o Bezuvjetnom kao Tajni koja nas sve nadilazi. Postavlja se pitanje: Kako će čovjek odgovoriti toj Tajni, s obzirom na odgovornost koju ima prenoseći odgojne i obrazovne ciljeve na drugoga koji od njega ima učiti? Škole, sveučilišta, obrazovne i odgojne ustanove suočavaju se s velikim izazovima zbog društvenih i tehničkih promjena. Istodobno su se ponovno pojavila osnovna pitanja ljudskog obrazovanja i odgoja: Što je zapravo obrazovanje i odgoj ljudi? Tko je obrazovana osoba? Koje su karakteristike dobre škole? Za kršćane se ta pitanja ponovno nameću s obzirom na specifičnosti kršćanskog obrazovanja i odgoja te njegove posebne izazove u našem vremenu. U zaključnom dijelu, na temelju prethodnih spoznaja, autorica promišlja uz Welteovu pjesmu o onome što nam je činiti kako bi odgojni proces i obrazovanje zadobili humani karakter koji će biti utemeljen na kršćanskom duhu. The idea of human education by the German philosopher of religion Bernhard Welte, which is outlined in Zur Idee einer humanen Bildung aus christlichem Geist (=Gesammelte Schriften I/4) On the Idea of a Humane Education from a Christian Spirit (=Collected Writings I/4), and which is also elaborated in the miscellany Christian education and schooling nowadays, is of the uttermost importance in understanding his thoughts on the Unconditional as a Secret which transcends everything. It is the matter of how one can formulate a response to this Secret, taking into consideration the responsibility one has in transmitting pedagogical and educational objectives to others, which they will have to learn from him/her. Schools, universities, pedagogical and educational institutions have been facing great challenges arising from the social and technical transformations. At the same time, some elementary questions about the human education and schooling have reemerged: what is actually education and schooling of people? Who can be named an educated person? What are the characteristics of a good school? For Christians, all these issues are again in vigour because of the specific conditions of Christian education and schooling, having in mind all the precarities this type of education has to face in our times. In the concluding part, on the basis of the previous knowledge, the author contemplates, alongside Welte’s poem, about what we should do so that the education and the pedagogical processes might gain the human character which will be based in the Christian Spirit.