Pedagogika skupiona na rzeczy – wprowadzenie do idei
Thing-centred Pedagogy: an Introduction

Summary/Abstract: In this article I aim to outline the concept of thing-centred pedagogy. I begin with the analysis of diverse forms of pedagogy focusing on the curriculum, teachers, and students. This leads me to the well-known problem of decay of our ideological imagination: it seems that in the face of serious allegations against curriculum-centred and teacher-centred pedagogies we are unable to perceive education otherwise than as student-centred, regardless of some significant problems with such an approach. Finally, thing-centred pedagogy is outlined as a propositional way out of this deadlock. The analysis consists of four basic assumptions of thing-centred pedagogy: that there is one common world, that a thing exists prior to an object, that one cannot use things but can study them, and that there is educational equality enabled by a common thing of study.

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