Wyobraźnia pedagogiczna. Źródła interdyscyplinarne i zarys koncepcji
Pedagogical imagination. Interdisciplinary sources and an outline of the concept

Summary/Abstract: The paper explores the concept of pedagogical imagination in relation to three major sourcesof theoretical influence – ethnography, sociology and history. It makes the attempt to combinethem and investigate how the notion of imagination might be used in pedagogy and thestudy of education in general. It raises the issue of subjectivity and puts it in the context ofemergence of new forms of qualitative analysis in contemporary pedagogy. This new formof scientific inquiry and new analytical questions that arise along are related to the problem ofexperience. The paper also makes an attempt to highlight the significance of experiencein gaining a deeper insight into the ways people shape their own educational experiences.When speaking of experience in the educational space, especially within the school reality,we might point out the subjectified forms of participation in those areas of public life. Thestressed out in the text and combining mentioned types of imagination forms of livingthe participation in what is usually objectified and institutionalized field of education,upbringing, schooling systems and various educational policies implemented in schoolsrequires nevertheless a critical approach towards the effects of functioning of those domainsin the social praxis, a step which is typical for the aforementioned disciplines. To paraphraseBruno Latour, today we need to reformulate what is social in the categories typical to theemic analysis natural to ethnography rather than to sciences which use tools promisingmaximum objective insight into reality.

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