The paper links basic phenomena of psychoanalytic pedagogy with integrative-gestalt-oriented as well as logotherapeutic pedagogy in order to see things that at first do not want to be seen (Bittner, 2015). What is new and unknown in teaching can be structured on the basis of basic phenomena and the moving nature of learning and teaching can so be shown. Central to this is the theoretic concept of the polarities of closeness and distance by Adler (1914, 1933), which was also taken up by Bühler (1959) for a structural-dynamic clarification of human development. Closeness and distance are basic phenomena that cannot be understood as derivations of other phenomena, but they exist precisely in a non-derivable and equally essential way (Rombach, 1987). In relation to attachment theory, these basic phenomena also form internal working models for understanding the world and as a worldview. These phenomena are recognizable from an educational perspective as expressions in attitude. The resulting movements and guidelines do not correspond to innate forces and substrates, but are acquired, although very early, in order to be able to hold a certain course (Adler, 1927). The orientation to closeness allows subjectification and being in relationship with lifeworld perception and experience through experience. The orientation to distance opens an objectification of the world; in the process, the perceived becomes the alien, the not-me (Wiesner, 2022). These findings can be connected on the basis of the figure-background-perception with the organon-model of Bühler (1934) in order to obtain a sign-theoretical foundation for the basic phenomena and to be able to point out the tasks and possibilities of a psycho-analytical-integrative pedagogy. Thus, Bühler's organon contains as basic phenomenological references the agent I, in addition the addressee you as well as me-self and in correlation to the whatabout, wherein all objects and facts are located.

The article describes along polarities by means of a phenomenological analysis the phenomena of teaching and learning and the emergence of forms of dehumanization tendencies, which are to be considered in pedagogy. At the same time, the findings can be placed in relation to attachment theory in order to thereby be able to show the manifold manifestations of the Inner Working Models (Wiesner & Gebauer, 2022).

The methodological approach consists of several stages: First, as a starting point, an analysis of existing concepts is carried out in order to determine the basic phenomena of closeness and distance based on the explanations of Adler (1914, 1933), Schultz-Hencke (1931, 1940), and Riemann (1961). Second, in a next step, an empirical-phenomenological structural analysis is created from these findings, considering Bühler's four-square model (Bühler, 1934; Wiesner, 2021). The aim of the work is to carry out a phenomenological reduction and deepening of the findings in order to be able to describe phenomena that are not immediately apparent and reveal themselves immediately. In this way, what lies "behind" or "beyond" mere appearances can become visible (Bentz & Shapiro, 1998). As a method, phenomenological analysis opens up access to basic phenomena that can be revealed and thereby understood, making fundamental structures and differences visible (Tuffour, 2017; Waldenfels, 2019).

Phenomenological analysis makes it possible to derive basic phenomena from the above-mentioned approaches and to combine the knowledge gained from them with other proven procedures, concepts and theories, thus creating an integrative approach. An essential aspect is the connection with the attachment theory, in order to derive pedagogical possibilities of action and to be able to describe a psycho-analytical-integrative pedagogy. The paper tries to clarify the actuality of a pedagogy that considers and promotes basic phenomena for teaching and learning. The description of the dynamics of basic phenomena, each of which forms its own structure, makes it possible to understand human learning as well as teaching in depth and thus promotes pedagogical action in educational situations. The paper tries to find a new or other point of view, which starts from the foundation of psychoanalytic pedagogy and additionally integrates phenomenologically connectable concepts and theories, so that the importance of basic phenomena for pedagogy as well as educational research can be pointed out.

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