Myślenie poza diagnozą i ewaluacją. Pytanie o możliwość zmiany logiki tworzącej edukację

• Authors: Dorota KLUS-STAŃSKA

Title variants

EN

Thinking beyond Diagnosis and Evaluation. A Critical Reflection on the Possibility of Changing the Logic Determining Education

• Languages of publication: PL

Abstracts

EN

In this paper I consider the possibility of challenging the rationality which is generally acknowledged as the foundation of our thinking about school education and students’ development. The core of this rationality is the concept of the biography as the driving force which eventually results in the individual’s standardized development, or directed growth, as is generally defined within the semantics. By assuming as a starting point T. Kuhn’s theory of paradigms and likewise taking for granted the possibility of their co-existence in the field of social sciences I indicate the necessity to open up to a new paradigm in the theory and practice of educational diagnostic measurement and evaluation. Main source for the arguments critically discussing the traditional concept of “development” and proving its ambiguity are research work done and analyses provided from the positivistic as well as the radical methodology camp. I expound a number of studies and analysis clearly showing that this paradigm is equivocal in itself and its unquestioned acceptance problematic. I emphasize the position of critical philosophy, (inspired by Foucault’s concept of expert power/knowledge), deconstructing traditional developmental psychology (B. Bradley, J. Morss, E. Burman). Exemplary for an education rejecting the idea of the normalized/standardized development and its diagnosing I would like to point out both the Reggio Emilia and the Stockholm Projects as described by G. Dahlberg, P. Moss and A. Pence.

• Publisher: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
• Journal: Teraźniejszość – Człowiek – Edukacja
• Year: 2013
• Issue: 4(64)
• Pages: 71-90

Dates

published

2013

Contributors

author

Dorota KLUS-STAŃSKA

• Uniwersytet Gdański

Identifiers

ISSN

1505-8808