The present thesis presents a philosophy of life perspective on learning and teaching which furthermore is dealt with in relation to a revision of the didactics. The analysis in the thesis shows that it is necessary to see skills in connection with the personal development of the students, that is, it is essential to create a dialectic between socialisation and education and the dialectic must be favoured in teaching situations and thereby in the learning processes so that focus is not one-sided on the dimension of skills in the teaching in Folkeskolen (Folkeskolen is the Danish municipal primary and lower secondary school) With his concept of ‘kulturoverleveringer’ (passing on cultural traditions) K.E. Løgstrup contributes to see society as predominantly influenced by the tradition of science and thereby he supports the argument of tendencies towards rationalisation in Folkeskolen. In Denmark we are experiencing a political will to enforce a new framework for the school, other control mechanisms and teaching content. The school is perceived from a rational understanding of an organisation. According to Løgstrup we must never be satisfied with pluralism of society while it testifies on ’Spiritual Laziness’. Instead we have to seek out interrelations, also in the Folkeskole. In some cases there are ‘unsolvable problems’. But the more important it then is that we deal with these contradictions. Furthermore Løgstrup gives some sharp analysis’s of the ethics in which he shows that there are some sovereign ‘livsytringer’ (statements about life, e.g. trust or mercifulness) which we cannot rationalise from or towards. Furthermore, trust is an elementary phenomenon together with the inter-dependency and these basic terms always influence the togetherness between people and thereby also the teaching. Through the life- end existence philosophical analysis of learning by Mogens Pahuus we understand why concepts of mastering and performing in learning is not sufficient in relation to develop persons ability of managing life. The school cannot look away from the passionate and immediate elements of learning and when situations work out themselves as it happens in e.g. playing. It is exactly in these situations that we to a particular extent are capable of creating, being creative and open towards life. In this way these learning situations become wanted in relation to develop the student’s self-capability, creativity, idea generating and creating competencies – competencies that are important in relation to innovation. The capability of the educational system to create and encourage innovation is a political vision. However, to take on this vision it is not satisfactory to exclusively concentrate on results, rationalisation and skills. Thereby, the thesis enlights some interrelationships which, it is necessary to deal with to think about learning, teaching and the purpose of the school. On the background of the analysis it is argued why it is necessary to rethink the didactics. A revision of the concept of didactics can help in rethinking teaching and acting in an educational practice in a way that the learning situations contribute to the student learning to a greater extent. The teaching in the Folkeskole must offer learning situations, which appeals to the student’s personal development as well as it must comply with the objectives of the education. To contain this dialectic the didactics must have a conceptual framework and chains of argumentation that can clarify why it is important to create learning situations that prioritise both socialisation and skills and thereby recognising sense and sensibility. This thesis concerns some of the interrelations, which are necessary to pursue in the Folkeskole teaching, and thereby it takes a stand on some of the unsolvable problems that Løgstrup is pointing to. It is necessary to relate critically to the tendencies in society and thereby qualify one’s own choices and actions and not least to be able to argue for them. The unsolvable problems demands attention and it is necessary that we attempt to create some interrelations in the aspirations to live up to the political vision and reach the objective of having the best Folkeskole in the world.