Abstract
The text reflects on the role of love in school education. It is based on the fact that the traditional approach to school education, which seeks to convey an impersonal, value-neutral structure of educational content, has essentially displaced a key existential experience - the experience of love.
The text criticizes the one-sided relational understanding of love in selected psycho-social theories, draws attention to the importance of existentialist pedagogy for renewing interest in value and experiential motives in education and tries to demonstrate the reasons why the motive of love is essential for the humanistic conception of education.