The contribution serves as an example of enabling permeability between philosophy
and history within the frame work of educational science. It deals with the epistemological,
material, political, and categorical conditions, some of which initiate a separation
of historical science from philosophy, whereas others allow, on the one hand, for
history to profit from philosophy and, on the other, for philosophy to profit from history.
It is shown how much is to be gained by both philosophy and historical science through