Czy „edukacja kulturalna” to kategoria przeterminowana?
Is „cultural education” an out-of-date term?

Summary/Abstract: The article is a voice in the discussion on the validity of the term „cultural education” and the sphere of educational practice to which it relates. The authorrefers to the thesis proclaimed by some researchers and practitioners that „cultural education” is an out-of-date category. In the first part of the article, she presents thecritique of the concept of cultural education. Critics accuse that the concept is being based on an obsolete, narrow and valuing definition of culture. They also point out that the tasks of cultural education are inadequate to the needs of contemporary democratic society, because they are formulated narrowly and mainly concern preparation for the reception of culture in a narrow sense (usually as an artistic culture). These accusations are related to the genesis of cultural education, as its opponents believe. They say that it was created in the 1940s, that is in completely different socio-culturaland political realities, which makes it today out-of-date. In the next part, the authortries to show that these allegations are not entirely right and justified. According to the author, it is not true that all concepts of cultural education are based on a narrow valuing culture definition and that tasks are reduced only to prepare people for the reception of culture. Most of the concepts of cultural education assume the preparationof a person for independent, creative and active participation in the socio-cultural world. In addition, the author disagrees with the view that cultural education is anachronistic because it was created in the 1940s. She claims that the term “cultural education” was used in Poland in academic literature for the first time in the 1980sand from then on, the concepts of cultural education began to develop. At the end,the author indicates that it is not justified to reject the term “cultural education” and the related educational approaches. She emphasizes that the diversity of the conceptsof cultural education is a value in keeping with the realities of a democratic and pluralistic society, where different approaches can and should coexist.

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