PEDAGOGICZNY MODEL DIALOGICZNYCH AKTÓW WYCHOWANIA
THE PEDAGOGICAL MODEL OF DIALOGICAL ACTS OF EDUCATION

Summary/Abstract: The attempt to structure the pedagogical model of dialogical acts of education is based on the research done on certain sources of the philosophy of the dialogue. That is why there is a need to isolate three major areas of dialogical conclusions that imply pedagogic principles and these are the following: 1. dialogical model of the structure of human subjectivity; 2. dialogical premises that shape intersubjective relationships; 3 dialogical way of thinking and openness to what is transcendental. The above areas allow one to try to formulate the pedagogical project that intends to define paideia (i.e. all the acts and results of education) as paidagogia dialogike. Such a concept results from three types of obligations formulated as pedagogical desiderata of negation, creation of emphasis, as well as points to three dimensions (transgression, transcendence and approximation), in which the process of education is realized. Furthermore, the concept of choice in the process of upbringing appears to be the key area that structurally and conceptually organizes the whole. In this context, there are two possible directions of approximate progress, i.e. the positive and the negative one. It also reflects four kinds of existential orientation describing human existence: the progressive, the regressive, the progressive-regressive and the regressive-progressive one. Among all of them, it is the first orientation that fully responds to social and creative activities which are enclosed in the paradigm of the philosophy of the dialogue. The paper includes the guiding principles of the dialogical acts of education.

• Details
• Contents