Our contribution focuses on educational theories of learning, especially on phenomenological approaches. Inspired by the fundamental works of Günther Buck, Bernhard Waldenfels, Käte Meyer-Drawe and Wilfried Lippitz we outline a theory of learning by passion (cp. Mitgutsch/Sattler 2007). Thereby we aim at the differences between teaching and learning and shift directly to the process of learning. In most investigations learning is understood as a direct process in which knowledge and ability are appropriate. In this view learning is exclusively understood as a straight-lined act of transferring knowledge and abilities from one generation to the next. Nevertheless, some investigations focus on a so-called “negativity” of learning, which in the majority of studies was overlooked. Therein learning conceives as a process in which one’s experience of knowledge and ignorance is a key figure. Our contribution inquiries into the relationship of learning and negativity and focuses the dimension of passion within the process of learning. We propose showing passion as a force to set experience and learning in motion. Arguing the possibilities of classical Greek understanding of pathos as passion, we use the term “passion” following the Greek understanding of pathos and the German understanding of “Leidenschaft”. In this respect Bernhard Waldenfels clarifies that one does not have passion (pathos), like one ‘has’ a feeling. One is committed to a passion that has happened to oneself, however. Learning gets going by being committed to passion. By focussing the dimension of passion we intend to explore the relevance of passion in the process of learning. Our investigation points out the powerful and moving dimension of passion in the process of learning through the experience of failure and disillusionment. In a systematic way, our contribution discusses the passionate dimension of learning, in which every learner appears to stay beyond direct pedagogical approach. But is learning by passion teachable? We discuss the implications and consequences for teaching, keeping in mind the fundamental differences between teaching and learning. We aim to show a current german-spoken discourse of learning and intend to intensify the international exchange in the academic discourse. The shift from teaching to learning asks for reconsideration within educational sciences, especially in philosophy of education.

hermeneutical, phaenomenological, systematic historical;

- We aim at the differences between teaching and learning. - Our contribution inquiries into the relationship of learning and negativity and focuses the dimension of passion within the process of learning. - We propose showing passion as a force to set experience and learning in motion. - We discuss the implications and consequences for teaching, keeping in mind the fundamental differences between teaching and learning.