Znaczenie działań praktycznych dla refleksji nad edukacją i pedagogiką
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More than twenty years ago, Robert Kwaśnica described the internal system of pedagogy thus: pedagogical thinking occurs within the boundary of two types of rationality (instrumentalistic and communicative) and is conditioned by both of them. The dissonance between the logic of relation means-end, the logic of effectiveness and the pursuit of intersubjective relations, of underscoring subjectivity and cooperation, describes as well the present dynamics of this field. It is worth complementing Kwaśnica’s thesis by a few questions: is it possible in this period dominated by the paradigm of effectiveness, by the instant culture, to speak about such a rational and at the same time ethical practice that will restore the value of education in the public area? In what way can practical action understood in the context of care – taking care of the home and the practice of civic friendship – enrich the reflection on education and educational theory? Is it valid to say that the exclusion of upbringing from education is associated with the underestimation of the economic, political and social significance of the above mentioned practical action with similar intentionality in the private field? Reflection on these topics will be based on material withdrawn from two texts: the essay On Civic Friendship by the American philosopher Sybil Ann Schwarzenbach and from the book Anthropology and work. Towards the philosophical basis of manual and domestic work by the Peruvian philosopher with Italian descent Maria Pia Chirinos.
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