Description: Johann Heinrich Pestalozzi (1746 - 1827) is the ideological father of the Finnish early childhood education and pedagogy. He is also one of the important figures who has influenced the birth of Finnish day care system and elementary school in the end of 19th century and in the beginning of 20th century. In 1782 Pestalozzi described his fundamental question in a letter to pastor Mieg: "Mein einziges Buch, das ich seit Jahren studiere, ist der Mensch; auf ihn und auf Erfahrung über ihn und von ihm gründe ich alle meine Philosophie" (My only book that I study for years is the human being, on him and on experience of and about him I found all my philosophy). And his famous "Abendstunde eines Einsiedlers" begins with the central question: "Der Mensch in seinem Wesen, was ist er?" (The nature of the human being, what is it?). For Immanul Kant The question " What is the human being" is the fundamental question of philosophy. Martin Heidegger postulates his question of human being in The Zollikon Seminars with Mendard Boss. For all these thinkers the answer is different, but common thing is, that it is the first question, when we are going to study the world and its phenomena. The Pestalozzi-researcher emphasizes, that Pestalozzi´s life, personality and pedagogical thinking are inseparable, when we considering his significance for history of education and pedagogy. In my paper I am going to try to read out his pedagogical philosophy and interpret his own descriptions of his work and more or less theoretical writings from the perspective of the Gelassenheit-education. My method can be described as hermeneutical interpretation. The main idea is that the philosophical and scientific ground of Gelassenheit-education comes from Martin Heidegger and Medard Boss, but the practical point, how to educate in every day situation comes from my interpretation of Pestalozzi. The main practical points are: 1. Pestalozzi has the idea of love as foundation of the education, 2. His idea of education can be called "child centered and free education". 3. He understood the connection between education and society. 4. He presented his main ideas in the form of prose not in the form rigour science. Methodology: Hermeneutical interpreation