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Problematyka zagrożenia rozwoju dziecka w kontekście ubóstwa – propozycja kompleksowego postrzegania z perspektywy pedagogiki społecznej

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Marynowicz-Hetka E.

Problemy Wczesnej Edukacji

2010

vol. 6

issue 11(1)

9-19

This paper aims to present the socio-pedagogical perspective of the meaning of the elements in a child’s environment, that ma ybe indicators of poverty, specifying the threshold of bio-socio-cul-tural endangerment. Poverty as a categoryis multiplied by context – family, environmental, educational, and individual situations of a child experiencing the deprivation of needs. This perspective requires paying attention in the analysis of the complexity of the issue. The argument for the necessity to remember to think complex in stating the final aims for action in the practice field, aiming at aiding a child’s development in his/her life environment, has be endeveloped. The analysis of endangering a child’s development by poverty is carried out in growth processes, social rooting and introducing values in reference to the category, which may be ‘risk indicators” for a child’s development in the context of poverty. These are, among others,: the threshold of developmental endangering, indicators of poverty, social age or the general environmental indicator. Such ananalysis aims at in dicating, in a complex way, the directions for progressing the nurturing of a child’s development. These are: acting against environmental issues endangering the development of a child due to poverty, supplementing shortcomings, allowing for the creation of ‘social chance conditions” or even rescuing the child, expressed in isolating him/her from their life environment.

W stronę pedagogiki kompletnej Radlińskiej – studium recenzyjne trzech wymiarów analizy

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Marynowicz-Hetka E.

Studia z Teorii Wychowania

2015

vol. VI(2 (11))

31-50

It is a review study of the mono graph of Lech Witkowski titled Invisible environment. Complete pedagogy of Helena Radlińska as critical ecology of ideas, mind and education. On the place of pedagogy at the turn of the duality in the humanities, Kraków 2014, which is a continuation of the discussion of rereading the achievements of pedagogues/philosophers of education, which, according to this author, immeasurably increased in the interwar period, but due to external conditions, was not fully utilized and developed in the subsequent years. The author of the book, a recognized educational philosopher, performs an overview of the work of Radlińska and the results of its reception, taking the distance of time and space. For the author of this text, identifying with the idea of Radlińska and continuing and deepening the discourse, reading this monograph is, on the one hand an important possibility to look anew at the work of Radlińska, and on the other hand, an expression of the commitment to the past. The articulation between the work of Witkowski and its reception by the reader who knows well the work of Radlińska is the subject of this study. Adopting this approach for the analysis of the content of this work, the author poses the question: what can be seen from afar, from the workshop of the researcher, watching the reality from a clear point of view of the analysis of long duration and development/continuation of the thought of Radlińska, inscribed in many contexts? The monograph is a three-part reconstruction of the views, positions, concepts in which there is embedded the socio-humanistic dimension of the overview of education, its practice and its theoretical concepts. Radlińska’s views on the category of invisible environment entered in the spiritual culture are analyzed in relation to the positions of her contemporaries, as well as the positions of our contemporaries and the views of thinkers developing ecological theories. Th e statement in the analysis of the three dimensions present in this book is structured alike.

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1 Problemy Wczesnej Edukacji

1 Studia z Teorii Wychowania

2 Marynowicz-Hetka E.

1 2018

1 2010

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Problematyka zagrożenia rozwoju dziecka w kontekście ubóstwa – propozycja kompleksowego postrzegania z perspektywy pedagogiki społecznej

W stronę pedagogiki kompletnej Radlińskiej – studium recenzyjne trzech wymiarów analizy