Wielogłos w myśli o wychowaniu. 100 lat polskiej pedagogiki filozoficznej
Thoughts on Education. A Hundred Years of Polish Philosophical Pedagogy
Contributor(s): Sławomir Sztobryn (Editor), Katarzyna Dworakowska (Editor)
Subject(s): Philosophy, Education
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: philosophical pedagogy; Kotarbiński; contemporary education; docile tutor
Summary/Abstract: The book discusses Polish philosophical pedagogy against the European background. It examines the work of Tadeusz Kotarbiński and the figure of a docile tutor. The publication concentrates not only on examining the past, but also on diagnosing the present state of Polish philosophical pedagogy and its formative influence on contemporary education. It also looks into the future in order to make possible prognoses.
Series: Pedagogika Filozoficzna
- E-ISBN-13: 978-83-235-4254-4
- Print-ISBN-13: 978-83-235-4246-9
- Page Count: 228
- Publication Year: 2020
- Language: English, Polish
Przedsłowie
Przedsłowie
(Foreword)
- Author(s):Katarzyna Dworakowska, Sławomir Sztobryn
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:7-11
- No. of Pages:5
- Keywords:philosophical pedagogy; Kotarbiński; contemporary education; docile tutor
- Summary/Abstract:The book discusses Polish philosophical pedagogy against the European background. It examines the work of Tadeusz Kotarbiński and the figure of a docile tutor. The publication concentrates not only on examining the past, but also on diagnosing the present state of Polish philosophical pedagogy and its formative influence on contemporary education. It also looks into the future in order to make possible prognoses.
Ideologia podziurawiona – o pedagogice filozoficznej w nie-filozoficznym czasie nie-filozoficznego plemienia
Ideologia podziurawiona – o pedagogice filozoficznej w nie-filozoficznym czasie nie-filozoficznego plemienia
(Ideology riddled with holes – on philosophical pedagogy at a non-philosophical time of a non-philosophical tribe)
- Author(s):Krzysztof Maliszewski
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:12-23
- No. of Pages:12
- Keywords:philosophical pedagogy; worldview; ideology; dialectics; hope
- Summary/Abstract:One of the greatest theoretical achievements of philosophical pedagogy in the last century is Sergius Hessen’s worldview dialectic. According to this concept, philosophical thinking protects pedagogy and education against ideological degeneration. Ideology is understood here as a gesture of closure (one-sidedness, exclusion of otherness and imperious mobilization). Hessen’s concept allows us to combine issues of the traditional criticism of ideology (manipulation, falsehood) with a more recent approach to it (inevitable social construction). It is also a good starting point for emphasizing the hermeneutical, dialectical and axiological dimensions of philosophical pedagogy. In the historical situation in which we find ourselves, in the midst of neo-tribalism, narcissistic consumerism, the culture of mental distraction, neo-authoritarianism, etc. – i.e. phenomena conducive to the ideologization of social life (including education) – philosophical pedagogy becomes not only an academic way of refl ecting on issues of education, but also an area of existential hope.
Samouctwo – w myśli pedagogicznej i życiu Władysława M. Kozłowskiego
Samouctwo – w myśli pedagogicznej i życiu Władysława M. Kozłowskiego
(Self-instruction – in the pedagogical thought and life of Władysław M. Kozłowski)
- Author(s):Katarzyna Wrońska
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:24-42
- No. of Pages:19
- Keywords:self-instruction; Polish humanism; the ideal of comprehensive education; selfeducation
- Summary/Abstract:In the text, the author recalls the concept of self-instruction formulated 100 years ago by the Polish philosopher and educator Władysław M. Kozłowski. In Polish pedagogy it is almost unknown, and we learn about Kozłowski’s merits in the field of instruction and education mainly from texts written by philosophers. Thus, it is worthwhile to explore from a pedagogical perspective and to trace, firstly, the assumptions of Polish humanism, together with the ideal of comprehensive education on which it is based; secondly, elements of the influence of European philosophical thought that can be found in the concept of self-instruction; thirdly, what distinguishes it and what is its potential, which could also be presented to us today, to those that care for and are responsible for the quality of Polish education. This study aims to extract from Poland’s past, i.e. from the time of partitions and from the interwar period, the figure of W.M. Kozłowski, a distinguished educator and humanist, along with his original and still valid – as is assumed – concept of education as an important voice within the philosophy of education.
Metafizyka czy ontologia edukacji?
Metafizyka czy ontologia edukacji?
(Metaphysics or ontology of education?)
- Author(s):Mikołaj Krasnodębski
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:43-63
- No. of Pages:21
- Keywords:metaphysics; ontology; realism; idealism; education; anthropology
- Summary/Abstract:In this article I discuss the philosophical history of idealism and ontology as well as of realism and metaphysics (direct inspiration for this text comes from a book by Piotr Jaroszyński: Metaphysics or Ontology? [Polish edition: Lublin 2011; English edition: Brill, 2018]). The dispute that takes place between these trends influences pedagogy and in many cases determines it. The text indicates the consequences resulting from the adoption of educational ontology or educational metaphysics. They also affect anthropology, ethics, axiology and the practice of upbringing and education.
O polskiej filozofii wychowania i terminologii pedagogicznej w dziełach Sebastiana Petrycego
O polskiej filozofii wychowania i terminologii pedagogicznej w dziełach Sebastiana Petrycego
(On the Polish philosophy of education and the pedagogical terminology in the works of Sebastian Petrycy)
- Author(s):Marcin Wasilewski
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:64-79
- No. of Pages:16
- Keywords:Sebastian Petrycy; Polish philosophy of education; Polish pedagogical terminology
- Summary/Abstract:The article presents elements of the philosophy of education in the philosophical works by Sebastian Petrycy of Pilzno (1554–1626). The most important and pioneering pedagogical historiography of the last century has been reviewed (Jan Leniek, Wiktor Wąsik), and then the pedagogical interpretation of Petrycy’s “small pedagogical treatise.” The role of the philosopher from Pilzno in the shaping of Polish pedagogical terminology has also been mentioned.
Intercultural discourse in the philosophy of education: Theoretical reflection between generality and singularities
Intercultural discourse in the philosophy of education: Theoretical reflection between generality and singularities
(Intercultural discourse in the philosophy of education: Theoretical reflection between generality and singularities)
- Author(s):Maria Kultaieva
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:80-95
- No. of Pages:16
- Keywords:philosophy of education; intercultural discourse; theory; generality; singularities; epistemic cultures; communication; knowledge; post-industrialism; school
- Summary/Abstract:Intercultural discourse within the philosophy of education is regarded as its self-reflectionin industrial and post-industrial cultural contexts, including their national specifi city. The distinctions between theoretical priorities of the philosophy of education in industrial and post-industrial societies are analyzed as founded either on the logic of generality or on the logic of singularities. The logic of singularities tends to dominate in post-industrial cultural conditions as the culture of the knowledge society and as an important element in its system of education. The theory of the society of singularities (A. Reckwitz) is verified through the analysis of the changes in the self-understanding of the philosophy of education, which is trying to adapt itself to new cultural and social challenges. The heritage of the Enlightenment is carefully preserved both in the continental European and in the American philosophical tradition with all their diversity and paradoxes of different epistemic cultures.
The dialectic versus dialogical character of philosophy and its influence on the upbringing of younger generations
The dialectic versus dialogical character of philosophy and its influence on the upbringing of younger generations
(The dialectic versus dialogical character of philosophy and its influence on the upbringing of younger generations)
- Author(s):Marcin Rebes
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:96-112
- No. of Pages:17
- Keywords:dialectic; dialogue; upbringing; other; elimination; confrontation; post-truth; universal truth; sacrifice for the other; philosophical pedagogy in European culture
- Summary/Abstract:The interaction of different cultures, traditions and religions played a huge role in the founding of European culture. Since its very beginning, this “crashing together of ideas” has accompanied the dialectic, which has been its value and also the cause of crises. This dialectic has enabled dialogue between man and man, but also their decline. In contemporary societies in which post-truth has appeared, the form of the dialectic has been radicalized. There are two kinds of radicalization, resulting from the situation in societies and the dialectic infl uences on those societies. For example, on the one hand, the dialectic has led to the elimination of opponents, and, on the other, it has enabled dialogue and sacrifice for the other. This article deals with the influence of the dialectic and dialogue on the upbringing of the younger generations. By reflecting on these matters, we can strive to not only analyze the problems but also to present some of their historical features – mutual relations and complementation of each other, through philosophical thought and philosophical pedagogy in Poland and in other European traditions.
Designer competence is a component of the basic competency of future teachers of technologies
Designer competence is a component of the basic competency of future teachers of technologies
(Designer competence is a component of the basic competency of future teachers of technologies)
- Author(s):Yevgen Kulyk
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:113-122
- No. of Pages:10
- Keywords:education; competence; design; methodology of studying
- Summary/Abstract:The existing educational system of Eastern European countries in the 20th century functioned in the paradigm of the socialistic existence of a person, which formed an appropriate culture in all branches of the economy. Eastern European countries’ entry into the global market system highlighted the educational problems that needed to be solved in the first place in order to adapt their society to the global community. The analysis conducted in this article made it possible to establish that the existence of a considerable number of concepts such as “competence,” “competent,” unfortunately, does not provide science with the sufficient methodological basis necessary for experimental identification and description of their substantive differentiation, determination of their role in the substantiation of the methodology of competent personality formation. It is suggested that the level of mastering concepts can be used as the level of formation of the phenomenon under study. It is shown that revealing the content of the concept of “design competence” will allow us to expand the boundaries of the system of scientific knowledge and to establish mechanisms for the formation of a certain phenomenon in the professional training of future teachers of technology. In this case, “design competency” can reflect both the low, generalized goal of education (presence of knowledge, skills, personal qualities) during the reproduction of an activity based on a pattern, and the high goal (generalized goal of education) – an active component of education, as part of which knowledge, skills, and personal qualities are used in non-standard situations that require the use of elements of creativity, that is, a higher level of generalization. It is clear that such self-management can be realized only if the student has the appropriate regulatory basis formed for his activity, namely: the conceptual basis (knowledge of design problems), the emotional and value basis (relation to the environment and society), and the operating basis (ability to interact with environmental objects).
Opiekun spolegliwy w szkole. W stronę nowego rozumienia tutoringu
Opiekun spolegliwy w szkole. W stronę nowego rozumienia tutoringu
(The reliable guardian at school. Toward a new understanding of tutoring)
- Author(s):Karolina Prymas-Jóźwiak
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:123-137
- No. of Pages:15
- Keywords:reliable guardian; teacher; tutor; mentor; school
- Summary/Abstract:The subject of the article is the concept of a reliable guardian viewed from the perspective of the school context. The reflection on its educational and teaching potential as well as its relevance to the contemporary teacher becomes the key theme. The model created by Tadeusz Kotarbiński is an attractive ideal, which, however, is difficult to find in a lively form in the school reality. The text will discuss the possibilities of the application of this model as part of tutoring and mentoring in school and will present some proposals of cultural references that provide inspiring patterns and methods of carrying out reliable guardianship.
Etyka – pedagogika – prakseologia: refleksja z myśli Tadeusza Kotarbińskiego
Etyka – pedagogika – prakseologia: refleksja z myśli Tadeusza Kotarbińskiego
(Ethics – pedagogics – praxeology: Reflection on Tadeusz Kotarbiński’s thoughts)
- Author(s):Andrzej Sztylka
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:138-148
- No. of Pages:11
- Keywords:ethics; pedagogics; education; praxeology; activity; efficiency and inefficiency of acting; outer order; inner order; subjectivity as the real status of teacher and pupil; art of living: “doing good”
- Summary/Abstract:In Tadeusz Kotarbiński’s outlook on life, both in his attitude toward the world and in the cognitive and practical, real aspect, praxeology and ethics of reliable guardianship are unexpectedly, creatively and masterfully joined with one another within the art of living and education. The most important thing about Tadeusz Kotarbiński is his radically rational drift. Reism, understood in the personally-carnal sense, dictates ethics’ independence from religious beliefs, and praxeology determines the activism of this ethics. Its aim is thus to improve thinking and acting by eliminating appearances, to specify the language in use and to make the mind structures verifiable. The article shows – in some necessary briefness – Kotarbiński’s developed and deepened views upon the general condition of contemporary reality from ethics’ and pedagogics’ point of view, the ethical condition in accordance with the basic assumptions as well as the condition of pedagogics and some postulates for pedagogy. The defense of the so-called invariants, i.e. the resources of empirically and rationally well-founded “ethical truths” – as Maria Dąbrowska and Maria Ossowska used to say – “some simple moral truths humanity leans on” – constitutes one of the biggest tasks for educators. The conclusion resulting from here is that praxeology is helpful in proper pedagogical activity in the process of initiating ethics. The co-existence of ethics, pedagogics and praxeology in the work of improving man’s quality and improving our world, according to Professor Kotarbiński, leads to a general remark that the most important thing in the teacher’s activity is “the real status of the pupil.” The place and the role, the subjective roles of participants taking part in the whole of the personal and social activities, determine both pedagogics’ quality and the sense of one’s whole life. There is a great difference between “doing good” and “doing right.”
Tadeusz Kotarbiński o filozofii i wychowaniu
Tadeusz Kotarbiński o filozofii i wychowaniu
(Tadeusz Kotarbiński on philosophy and education)
- Author(s):Rafał Marcin Leszczyński
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:149-175
- No. of Pages:9
- Keywords:Tadeusz Kotarbiński; reism; pansomatism; ontology; epistemology; radical realism; independent ethics; upbringing; reliable guardian
- Summary/Abstract:The article presents philosophical and educational concepts of Tadeusz Kotarbiński. It discusses the Polish philosopher’s ontology – reism (pansomatism) – and his realistic epistemology. According to Kotarbiński, there are only individual bodily objects; therefore, one should not assign attributes of being to the properties of things, relations and events. The object of cognition is, therefore, constituted by only material things and not mental contents and sensory data. Accepting the above thesis, a follower of reism becomes a practical realist, who considers the realities of the material world and maintains that the material world is the only existing reality. These concepts influenced Kotarbiński’s so-called independent ethics and his educational views. He believed that moral norms and conscience are a product of the evolution of the material world. Evolution developed the people’s belief that a respectable man (a reliable guardian) is a person who protects others from suffering and alleviates the pain of fellow human beings. The aim of education should be to instil the qualities of a reliable guardian in pupils. As part of upbringing, one does not have to refer to religion, but only to independent ethics, based on human conscience and a natural sense of good and evil.
Poglądy Tadeusza Kotarbińskiego – inspiracje dla współczesnej filozofii edukacji w społeczeństwie demokratycznym
Poglądy Tadeusza Kotarbińskiego – inspiracje dla współczesnej filozofii edukacji w społeczeństwie demokratycznym
(The views of Tadeusz Kotarbiński – inspiration for contemporary philosophy of education in a democratic society)
- Author(s):Danuta Anna Michałowska
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:176-194
- No. of Pages:19
- Keywords:young generation; philosophy of education; democratic education; virtues of democracy; cognitive competences; ethical and philosophical education; independent ethics; praxeology; practical realism
- Summary/Abstract:Taking care of the quality of education is one of the priorities of a democratic society. What kind of philosophy of education do we need today to prepare members of a democratic society to be better, wiser and more creative? The attempt to answer this question will be presented in the context of the consumptionism, neoliberalism and the problems of the young generation caused by rapid and profound political, social and economic transformations of a global character. The history of philosophical reflection about education is one of the sources of inspiration, especially including the significant contribution of Tadeusz Kotarbiński and his thoughts on independent ethics, praxeology, practical realism and universal patriotism. The other sources of inspiration, which provide us with important information, are the analysis of current problems of young people, such as loneliness, phonoholism, consumerism, egoism, depression, high suicide rates, deepening social inequalities and poverty. These two perspectives: philosophical reflection and life experiences of the young generation as well as educational practice may be important determinants for defining the direction of innovative changes in the Polish education and in the democratic society. These include cognitive, communication and ethical competences, which are important in the process of gaining professional qualifications by teachers and in the process of the school education of students – ethical and philosophical education viewed as an area of realizing Kotarbiński’s praxeological and ethical guidelines and developing sensitivity to the system of democratic values and the virtues of democracy.
„Człowiek porządny” – ideał wychowania moralnego. Na kanwie rozważań etycznych Tadeusza Kotarbińskiego
„Człowiek porządny” – ideał wychowania moralnego. Na kanwie rozważań etycznych Tadeusza Kotarbińskiego
(“A decent human being” – the ideal of moral upbringing. Reflections inspired by the ethical views of Tadeusz Kotarbiński)
- Author(s):Alicja Żywczok
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:195-212
- No. of Pages:18
- Keywords:decent human being; moral upbringing; ideal; moral virtue; conscience; independent ethics; ethical minimalism
- Summary/Abstract:The author of the text performed a reconstruction and a creative interpretation of the ethical views of Tadeusz Kotarbiński, especially those related to the principal ideal of the moral upbringing, i.e. the shaping of the so-called decent human being. The text is an attempt at providing answers to several research questions, including: 1. How to define “a decent human being”? What traits of character, personality or behavior should be used? The following will be considered: dignity, valor, resourcefulness, entrepreneurship, responsibility, solidarity, truthfulness, honesty, kindness, ethical alertness. 2. What part does the field of moral sensitivity, referred to as “conscience,” play in the upbringing of “a decent human being”? 3. How, in the context of intellectual ethical minimalism, does “a decent human being”perceive suffering, wrongs or injustice? 4. What is moral upbringing (of “a decent human being”) in the upbringing environment (school, family, society)?
Projekt antropagogii. Przesłanki filozofii wychowania Kotarbińskiego
Projekt antropagogii. Przesłanki filozofii wychowania Kotarbińskiego
(The project of anthropagogy. Premises of Kotarbiński’s philosophy of education)
- Author(s):Sławomir Sztobryn
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:213-224
- No. of Pages:12
- Keywords:pedagogy; philosophy of education; Kotarbiński; anthropagogy
- Summary/Abstract:The three areas that constitute specific vectors of T. Kotarbiński’s research in the field of philosophy of education are reism, praxeology and ethics. The concept of anthropagogy developed by him on this basis included the theory of effective and efficient action, acting in a real, concrete world with a clearly defined ethical model of a mature man. Anthropagogy for Kotarbiński was a way out of the traditional mode of education, usually narrowed down to a small age group and typical educational institutions, such as family, school and church. His anthropagogical ideas led him to oppose the past but historically long-standing tendency in our culture of encyclopedic education. He also wanted to pursue the classical, ancient ideal of education through art when he was creating his poetry. The philosophy of education that Kotarbiński propagated in his anthropagogy was heading in a diffrent direction than realizing any social ideology. His first concept was that of a reliable guardian, who could be any man building any social system. This was possible due to the specificity of his independent ethics, which included three areas that were of particular interest to Kotarbiński and that deepened the understanding of anthropagogy. These were: felicitology, praxeology and proper ethics, which he understood to be reflection on decent life. The philosophical foundation of anthropagogy consisted of, among others, atheism, materialistic ontology, determinism, analysis of principles of social development, understanding of history.
Posłowie. Wielogłos filozofii wychowania
Posłowie. Wielogłos filozofii wychowania
(Members. The polyphony of the philosophy of education)
- Author(s):Rafał Godoń
- Language:English, Polish
- Subject(s):Philosophy, Education
- Page Range:225-227
- No. of Pages:3
- Keywords:philosophical pedagogy; Kotarbiński; contemporary education; docile tutor
- Summary/Abstract:The book discusses Polish philosophical pedagogy against the European background. It examines the work of Tadeusz Kotarbiński and the figure of a docile tutor. The publication concentrates not only on examining the past, but also on diagnosing the present state of Polish philosophical pedagogy and its formative influence on contemporary education. It also looks into the future in order to make possible prognoses.
