W poszukiwaniu genezy polskiej pedagogiki rodziny
In Search of the Genesis of Polish Family Pedagogy

Summary/Abstract: RESEARCH OBJECTIVE: The article is an extension of the argument that the increase of knowledge about the family in Western European civilization took place from the 16th century – the era of the Renaissance. At that time, the first educational guides appeared, most of which were addressed to fathers and only a few of them were dedicated to mothers. THE RESEARCH PROBLEM AND METHODS: The research problem undertaken concerns the answer to the question: How did the process of shaping pedagogy of the family and, more generally, of the family orientation in science take place? The basic method used to describe the undertaken considerations will be the method of document analysis – source material and literature on the subject. THE PROCESS OF THE ARGUMENTATION: With time, in 18th and 19th centuries, the category of love and expressing feelings in the family and the postulate of learning about the child’s home environment became important. Children’s characteristics were created. At the end of the 19th century, a separate field of knowledge was formed – pedology – a study about a child. In the meantime, family magazines also had a great impact on popularizing knowledge on educational topics. During the period of the Second Polish Republic, the family became the object of empirical research of psychologists, sociologists and pedagogues. Hence, knowledge on this subject has developed in many directions. RESEARCH RESULTS: The gradual development of interest in the family ultimately led to the fact that at the end of the twentieth century familiology orientations were created in the social sciences, and pedagogy of the family was introduced to pedagogical sciences, with the basic category of family education. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The family and family upbringing should still be the object of not only practical descriptions and advice, but also the object of empirical research. A widely shared belief about the importance of family or raising children naturally evokes the need to study this environment in order to determine its state and educational efficiency, especially that, since the first World War the problem of the crisis of culture and family has been raised (and still is) more and more often.

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