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Sto języków dziecka: wczesna edukacja z inspiracji myślą pedagogiczną Lorisa Malaguzzi

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Szczepska-Pustkowska M.
Problemy Wczesnej Edukacji
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2013
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vol. 9
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issue 1(20)
76-91
EN
Reaching so deeply into the past, the school has been criticized for incomplete and incorrect implementation of its basic functions. This was done from conservative, liberal and radical points of view. Conservative criticism concentrated its attack on a school, focusing primarily on the fact that the transmission of culture does not provide students with training that meets the requirements of modern civilization. Liberal criticism focused on unmasking the anti-humanitarian nature of the school: the purpose of their actions has been the protection of children’s rights and education efforts to create a welcoming development of an individual. Finally - radical criticism showed a school as an institution possessing a potent tool of symbolic violence and political and cultural marginalization. It was pointed out that the current school relationship reflects the attitudes and practices typical of an oppressive society. Therefore, it becomes an institution in which to carry out acts of violence on the identity of individuals and groups, and it deprives them of their voice in the social discourse, pushing them into the culture of silence. As a result, the school severely limits or even blocks the chances of development of individuals, specific groups, social classes and even society in general. For these (and many other) reasons, the school is increasingly treated as an island of extreme artificiality and a product, which is judged to have its imminent and inevitable end in the junkyard of history. At the same time, it should be remembered that even the most radical opposition to the school is sometimes an important starting point for the exploration of alternatives. The reflections in this paper were inspired by the philosophy of education of Loris Malaguzzi - Italian teacher, author and founder of alternative institutions for preschool children in Reggio Emilia in Northern Italy.
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Dziecięce filozofowanie na tle romantycznej wizji szlachetnego dzikusa J.J. Rousseau

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Szczepska-Pustkowska M.
Problemy Wczesnej Edukacji
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2015
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vol. 29
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issue 2
81-96
EN
The 18th century brought a sequence of outlook changes to Europe. Although contemporary transformations occurred slowly, their scale exceeded the previously circumscribed frame. Interpenetration of various ideas and cultural achievements, as well as “transnational exchange”, supported information for the coming into existence of the first theories of childhood. One of such theories was born thanks to Jean Jacques Rousseau (1712–1778), thanks to which the Enlightenment and the Romanticism discovered the noble savage child immersed in nature. Reflection on the phenomenon of childlike philosophizing conducted exactly from the perspective of this romantic vision of the child is the purpose of this paper.
3
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Pytania egzystencjalne we wczesnej edukacji religijnej

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Szczepska-Pustkowska M.
Problemy Wczesnej Edukacji
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2019
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vol. 45
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issue 2
50-60
EN
The dispute on the possibility and shape of teaching religion in the public school has been going on for centuries. And although this education has found its place in school, the debate that is around them means that in the face of the challenges of pluralism, multiculturalism and multi-religiousness, it must constantly determine its status, mission, goals and tasks. There are still numerous doubts as to whether the school is at all the most appropriate place for shaping the sensitive areas of the human spirit, which is the religious worldview. The purpose of this text is to reflect on the place and role of existential questions in (Polish) early religious education. The text also asks about the dialogical nature of teaching, which is a cardinal prerequisite for philosophical inquiry in education (including religious education). For the purpose of this study, the analysis of “Basic Program of the Catechesis of the Catholic Church in Poland” from 2010 and 2018 was made.
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Sprawozdanie z I Ogólnopolskiej Konferencji Naukowej z cyklu „Edukacja-Społeczeństwo”: Edukacja i pedagogika w gąszczu pluralizmu religijności i areligijności

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Szczepska-Pustkowska M.
Problemy Wczesnej Edukacji
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2019
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vol. 45
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issue 2
115-120
5
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Dorośli (i dorosłość) w pismach Janusza Korczaka

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Szczepska-Pustkowska M.
Problemy Wczesnej Edukacji
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2019
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vol. 46
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issue 3
16-25
EN
Analyzing the texts of Janusz Korczak, we focus mainly on the child (and childhood), which he put in the center of his reflections. He emphasized the importance of childhood humanity (full and not maimed), associated with it: the dignity of the child and respect for him and the world he created. The purpose of this text is to reflect on how Korczak perceived adults and adulthood and what meaning he gave them in his writings. In order to achieve such a goal, a phenomenographic analysis of the content of several leading works of Janusz Korczak was made. It seems that this topic, although not as expressive in his works as the theme of a child and childhood, is equally important, because in the care and education for centuries, children and adults face each other.
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„Lipman na Kaszubach”, czyli po co filozofować z dziećmi w języku kaszubskim

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Szczepska-Pustkowska M.
Edukacja Międzykulturowa
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2020
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vol. 13
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issue 2
130-147
PL
W tekście niniejszym wykorzystano ideę implementacji do edukacji kaszubskiej jednej z alternatywnych metod nauczania, jaką stanowi opracowana przez Matthew Lipmana Philosophy for Children. Idąc za myślą Kazimierza Kossak-Główczewskiego, który edukację regionalną definiuje jako swoisty powrót do źródeł (kultury domowej, lokalnej, regionalnej, narodowej i ogólnoludzkiej, do języka), autorka zastanawia się nad korzyściami, jakie mogą wynikać z połączenia/ współpracy edukacji filozoficznej (pod postacią dociekań filozoficznych z dziećmi) i edukacji kaszubskiej. Współpraca ta może sprawić, że edukacja kaszubska zyska nowe sensy autoidentyfikacyjne, jak choćby to, by myśleć w tym języku siebie, innych, świat, siebie i innych w świecie, jak również być w nim „myślanym przez innych”. Dzięki temu język kaszubski przestanie odgrywać rolę jedynie ozdoby, stając się żywym ogniwem komunikacji wspierającym konstruowanie tożsamościowego horyzontu uczniów i ich świata.
EN
This text uses the idea of implementing one of alternative teaching methods into Kashubian education, which is the Philosophy for Children developed by Matthew Lipman. Following the thought of Kazimierz KossakGłówczewski, who defines regional education as a kind of return to sources (home, local, regional, national and human culture, language), the author wonders reflects on the benefits that may result from the combination/cooperation of philosophical education (under in the form of philosophical inquiries with children) and Kashubian education. This cooperation can make Kashubian education gain new self-identification meanings, such as thinking in this language of oneself, others, the world, oneself and others in the world, as well as being “thought by others” in it. Thanks to this, the Kashubian language will cease to play only a decorative role, becoming a living link of communication supporting the construction of the identity horizon of students and their world.
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O dziecięcej tożsamości (tragicznie) zerwanej – gdy przemoc symboliczna może życie ocalić

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Szczepska-Pustkowska M., Lewartowska-Zychowicz M., Strumska-Cylwik L.
Problemy Wczesnej Edukacji
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2018
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vol. 43
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issue 4
20-29
EN
The presented text aims, on the one hand, to recall people’s lives that should not be forgotten, and on the other hand, it is an attempt to mark in their context the borderline of the validity of contemporary pedagogical reflection on symbolic violence. The former concerns the analysis of Polish Jews’ childhood experiences from the World War II period, connected with the breaking of the primary national and religious identity and re-integration into a new Polish identity. The latter aim is related to the embedding of the indicated problem on the background of contemporary pedagogical reflection, and in particular critical pedagogy, for which one of the key categories has become symbolic violence, aimed at changing the human identity. The goal is to analyze the children’s testimonies of the Holocaust, in which the theoretical concept of the enslaved childhood of Wiesław Theiss was used. It allowed to capture the field of enslavement of Jewish children in its various dimensions.
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