Respektowanie potencjału rozwojowego uczniów i refleksja nad własnym doświadczeniem – bycie nauczycielem i wychowawcą według Stanisława Dunina-Borkowskiego (1864–1934)
Respecting Students’ Development Potential and Reflecting on Personal Experience: Stanisław Dunin-Borkowski’s Perspective on Being a Teacher and Educator (1864–1934)

Summary/Abstract: In 2024, we commemorate the 160th anniversary of the birth andthe 90th anniversary of the passing of Stanisław Dunin-Borkowski,a philosopher, jesuit, teacher, educator, and author of widely readand respected works on education, particularly esteemed in Ger-man-speaking regions. Despite originating from a prestigious Polishnoble family who lived near Lviv, Dunin-Borkowski’s contributions topedagogical thought remain regrettably underappreciated in hishomeland of Poland. This article endeavors to shed light on specificfacets of ­ Dunin-Borkowski’s pedeutology through an in-depth exami-nation of his pedagogical autobiography. The focal points of analysis include his profound belief in the formative influence of teacher figuresin shaping one’s identity as an educator. Moreover, the author delvesinto Dunin-Borkowski’s penchant for identifying and nurturing individu-als with above-average potential, primed to assume leadership roles insociety. The article also places significant emphasis on the author’s ex-ploration of Dunin-Borkowski’s advocacy for recognizing and honoringthe internal potential of students, a principle that continues to resonatein European pedagogical discourse from the late 19th to the early 20thcentury and beyond.

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