The german notion 'Bildung' respectively education is not only an essential concept of the educational science, but also acts in various academic and sociopolitical discourses as a functional formular, which promises to reduce or to eliminate individual and social deficits or problems. Equally, education is ? as it is connoted by instances, which express different interests ? exposed to, respectively marked by specific contradictions. In this masterthesis, corresponding contradictions are shown and reflected in their historical genesis and in their present conditions, and they are unterstood mainly as an expression of rational thinking, perception and behaviour.The basis for this reflections is the phenomenology of culture respectively of consciousness, by Jean Gebser. In an original ? but in the educational science hardly becomed established ? work, he shows not only that man is constituted by different potentials of consciousness, but also that we participate in an intensified consciousness; he calls it the integral consciousness. As integral-conscious, man is aware of all effective structures of consciousness ? he is able to notice himself as a whole human being. By concise and a contrast to rationalism forming characteristic features of the integral consciousness, points of view are outlined, from which the ambivalences become transparent, in which education is involved. That way, learners are able to recognize scopes for development to educate themselves and to reflect on contradictions, which may be directed at them. According to that, the aim of the masterthesis is to outline an integral understanding of education, based on the philosophy by Gebser. This is particularly characterized by intensified relations to oneself, to others and to the world, as well as by a qualitative understanding of time in educational processes.