Dlaczego wartości i zasady w edukacji?
Why values and principles in education?

Summary/Abstract: This sketch is a reference to a way of thinking about the coherence (interactionism) between cognitive and moral (in consequence also aesthetic) development of the subject, presented by Kohlberg and Mayer. Proposed by them way of seeing educational phenomena, constitutes premises peculiarly understood „continuations” epistemological today, which it is possible to describe with name of the constructivism. Above theses require the sure search of thinking in categories which are presenting at the article: development of the subject or „constructing”, forming of the identity of the subject. They require so conceptualisation of subject as such which would be appointed in texts of Piaget, Wygotski, Bruner, or also philosophy of the pragmatism of Dewey, with his basic thesis concerning the nature of the knowledge. It is „produced” not only in one, universal practice. An above point of view is one of kind of the constructivism which it is possible to describe with name „for weaker fi gure of the perspective constructivistic” unlike „for strong fi gure of the perspective constructivistic”, in accordance which the subject is constructing not only the knowledge about world, but also very world, understood as social-cultural reality.

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