摘要：The main question of this article below is: what happens to education at school? What society thinks of education, at school it gets a real existing concreteness. Taking the holistic character of education as a ground we assume that emotions, experiences, state of minds wishes and others, that happens by living the school-reality, becomes a part of young peoples’ world-view. At first we concentrate on the ideals, that are bonded, usually with the traditional notion of Education (Bildung). After that we stop at litigious side of Bildung - what kind of emotional attitude is expected when becoming educated and bonding it with the notion of intentionality from phenomenology. We handle education as a relative concept, noting the fact that the specific way of being in relationship of educational processes goes with searching, aspiring, self-changing me. The everyday school experiences of Estonian students are researched empirically where the interpretation of researcher are spontaneous school-oriented sayings. These meanings which are given to school on the level of experiences and associations are analysed with phenomenological methods and connected to an ideal which belongs to educational idea-content and has an education-allowing cognitive attitude. The result of research says that the associations of Estonian students in everyday life of school reality develop next signs: the knowledge of learning is experienced as an external dictated recession, it is their discipline and engrosses time. The school everyday life way of intentions mainly goes with what concerns students subsistence of school control mechanisms and self-esteem. It is more like self-defence than the aspiration for new knowledge. Created and repeated intentions in school reality can (according to Hussler) become as a creator of impulses for the next attunement for the reality.
