„Etyka praktyczna”, otwartość i dramat rozumienia. Uwagi o relacji filozofii i pedagogiki
“Practical ethics”, openness and drama of understanding. On the relationship between philosophy and pedagogy

Summary/Abstract: The article analyses chosen extracts from the debate about philosophical qualities of pedagogicalthinking. It presents the possibility of ethical reflection inspired by contemporary hermeneuticalphilosophy. This hermeneutical perspective comprehends understanding not only asone of the kinds of cognitive behaviour, but also as a way of being of a subject. The dilemma,dramatic quality and openness of pedagogical activity are underlined, as well as the impossibilityof boiling down the justifications of that activity to the sphere of applications of theories.It indicates that hermeneutics opened (pedagogical) thinking towards such perspective onthe relationship between the external order and duty and action, which frees from both: thedichotomy of romantic release versus passive subjection, as well as from the dilemma ofthe rational emancipation versus conditioned consent to surrender. It does not, however, give anexternal solution and does not diminish the importance of choice. It emphasises the individualcharacter of moral choice and the importance of freedom and at the same time does not leavethe man on his or her own. Ricoeur’s wounded cogito (cogito blessé) – as it is highlighted – is notan abandoned, lonely subject.

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