Relacja pedagogiczna: między doświadczeniem dziecka a odpowiedzialnością dorosłego. W kręgu inspiracji i interpretacji fenomenologicznej praktyki pedagogicznej
The Pedagogical Relationship: Between the Child’s Experience and the Adult’s Responsibility. Inspirations and Interpretations in Phenomenological Pedagogical Practice

Summary/Abstract: This article presents several contemporary approaches to the peda-gogical relationship as developed within the tradition of human sci-ence research. The idea and characteristics of the unique relationshipbetween an adult and a child have long been central themes in thistradition. The article also examines this relationship in the contextof the post-war criticism and revision of the concept of the peda-gogical relationship. A significant focus is placed on the child’s ex-perience and the issue of asymmetry, which is a defining feature of individual approaches to the pedagogical relationship at each stageof its development.Of particular importance in this reflection is the ethical dimension, ex-plored by researchers interested in the concept of the pedagogicalrelationship and the methodology of phenomenology of practice asdeveloped by Max van Manen, and inspired by the philosophy of Em-manuel Levinas. The article briefly outlines the evolution of thought onthe pedagogical relationship, from the so-called “first inversion” (Her-mann Nohl) “second inversion” (Gert Biesta), which suggests that theawareness of the adult’s limitations and doubts should be recognizedas an integral part of pedagogical theory. The discussion in the arti-cle demonstrates that the asymmetry between the child and the adult,which takes on a distinctly ethical character remains the core issue ofthe pedagogical relationship . The concept of a pedagogical commu-nity is highlighted as revealing a particular ethical value in this context.

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