„Więcej” niż pedagogika… W kierunku konwersyjnego ujaśnienia źródłowego charakteru filozofii wychowania
Journal Title: Edukacyjna Analiza Transakcyjna - Year 2016, Vol 5, Issue
Abstract
Pedagogy, both as an academically theoretical activity and humanistically social practice has been under a serious crisis for a long time. Obviously, this crisis has been caused by numerous reasons, both external and internal. Yet, it seems to be a perfect opportunity to re-discover the source of pedagogy in the philosophy of upbringing and – through the conversion in the centre of pedagogical thinking – to restore the tension between philosophy (in its wise ontological-metaphysical hesitation) and pedagogy. It seems clear that this lack of tension and limiting pedagogy to a detailed social science, is damaging and appears to be the fundamental problem and the main reason of the critical condition of contemporary pedagogy.
Authors and Affiliations
Michał Płóciennik
Keywords
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- EP ID EP182153
- DOI 10.16926/eat.2016.05.09
- Views 148
- Downloads 0
[rec.] J. Mróz, K. Kaleta (red.), "Umiejętności psychologiczno-pedagogiczne w pracy nauczyciela", Wydawnictwo Pedagogiczne ZNP, Kielce 2012, ss. 154
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