Granice i sens myśli konserwatywnej w epoce końca tradycyjnej edukacji akademickiej
The Limits and Meaning of Conservative Thought in the Era of the End of Traditional Academic Education

Summary/Abstract: The aim of this article is to show the limits and meaning of conservative thought in the era of the end of traditional education. The meaning of the notion of authority, which in education means responsibility for the world, is presented. The difference between explanatory teaching and education built on confidence in the intellectual abilities of the pupil/student is shown. The crisis caused by the transition of academic education to a remote mode of education makes it possible, as an enabling moment, to pose the question which is fundamental for the conservative perspective on education: “What is the object of preservation (conservatio)?”. In a changing reality, teaching and learning become events aimed at intellectual emancipation occurring on both sides of the educational process. The theoretical framework of the considerations is built on philosophical concepts of Hannah Arendt and Jacques Rancière in the reception of two Polish pedagogues, Paulina Sosnowska and Piotr Zamojski.The aim of this article is to show the limits and meaning of conservative thought in the era of the end of traditional education. The meaning of the notion of authority, which in education means responsibility for the world, is presented. The difference between explanatory teaching and education built on confidence in the intellectual abilities of the pupil/student is shown. The crisis caused by the transition of academic education to a remote mode of education makes it possible, as an enabling moment, to pose the question which is fundamental for the conservative perspective on education: “What is the object of preservation (conservatio)?”. In a changing reality, teaching and learning become events aimed at intellectual emancipation occurring on both sides of the educational process. The theoretical framework of the considerations is built on philosophical concepts of Hannah Arendt and Jacques Rancière in the reception of two Polish pedagogues, Paulina Sosnowska and Piotr Zamojski.

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