UWIĘZIĆ DYDAKTYKĘ - CZYLI O PEWNYM MODELU JEJ ROZWOJU
DIDACTICS CONFINED - ON A MODEL OF ITS DEVELOPMENT

Summary/Abstract: The main issues dealt with in the article are related to the thesis that teachers engaged in their everyday work have to solve a numerous dilemmas. They emerge from contradictions present in the teaching practise. Some of he dilemmas force teachers to make difficult choices. Theoreticians hovewer engaged in a theory of instrucion can avoid some dilemmas, or go in for didactics devoid of them. Their situation is therefore much more comfortable. A difference between dilemmas present in the teaching practise and dilemmas present in the theory makes relations between theory and practise difficult to establish and maintain. Therefore dilemmas present in the thoery should adjust to dilemmas present in the teaching practise, if - of course - relations between theory and practise are to be strenghtened. A model of development of the theory of instruction is derived in the article from these assertations. The main assumption is that the theory of instruction should confine itself within dilemmas organized into a hierarchical structure. Such model is comapred to three conceptions of development of science by C. Popper, I. Lakatos and T. Kuhn.

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