Kategoria pseudopedagogiczności oraz jej znaczenie dla analizy etiologii nieprzystosowania społecznego
The Category of Pseudo-Pedagogicality and Its Significance in the Analysis of the Etiology of Social Maladjustment

Summary/Abstract: The evolution of the identity of contemporary social rehabilitation pedagogy has stimulated the search for new heuristics of reasoning, which would help both to extend its theoretical foundations and anticipate its practical effects. The discussion on the issue of pseudo-pedagogicality, as a contribution to the analysis of the etiology of social maladjustment, may be then treated as a heuristic hint in the search for diagnostically significant interplays and dependencies. It should also be noted that the description of the educational experience helps to make a distinction between “the pedagogical fact”, treated as such due to its intentions and effects and those facts which, due to their merely apparent educational nature, should not carry such label. Thus, we may not leave aside any dependencies that potentially prevail between some areas of social maladjustment and specific forms of pseudo-education in which the socializing agent (role model, person with a significant socializing impact) is treated as a major source of deformation and perversion generation in the process of values introception. With that in mind, we may refer to the mutual dependence between the symptoms of family maladjustment and the features of the alienated education, the symptoms of school maladjustment and the category of inadequate education, and between the symptoms resulting from the aggregation of unfavorable social and cultural factors and the category of oppressive education.

• Details
• Contents