Interpretacja jako kategoria poznawcza pedagogiki. Pytanie o efektywność praktyczno-dydaktyczną konstruowania tożsamości podmiotu
Interpretation as a cognitive category of pedagogy. Question about the practical and didactic effectiveness of constructing the identity of the subject

Summary/Abstract: The base of presented deliberations is analysis of the interpretative practice concerning action called in the humanities as intentional. Showing the so -called technological effectiveness of interpretative prediction is assumption the proposed presentation. Accuracy of interpretation (effectiveness of the process of the communication) always envelops the fall-rope of interpretation. Conducted analysis includes pedagogics in the naturalistic perspective (positivist) which lets the man achieve the communication with oneself, with other and with world; in other words – is making him the subject. Next elements of analysis concern the pedagogics of the antipositivist turning point, of her philosophical and psychological proposal considered from a point of view practical-didactic effectiveness of taken action. The last part of analysis (of interpretation) is an attempt to refer to a pedagogics in postmodernist perspective, to proposed in this convention hermeneutic, neopragmatic and poststructuralistic positions.

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