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Edukacja w kryzysie. Próba wstępnej charakterystyki i oceny

100%
Szmyd J.
Rocznik Pedagogiczny
|
2020
|
vol. 43
7-26
EN
The contemporary education faces the worsening structural crisis. It is the real e d u c a t i o n a l c r i s i s – it’s being exposed at a scale not experienced before. This crisis is determined with the civilization and economy. It’s being invoked with expanded scientific-technology and information civilization and co-related new neoliberal socio-economic system. Thus, the educational crisis is global, as it’s determinants are. The article focus on the main manifestations of the educational crisis: 1) the excessive orientation of higher education programmes on the utilitarian (professional, vocational) knowledge at the expense of the general (cultural and humanistic) knowledge, which is driven by the economic growth; 2) the collapse of the great pedagogical narratives and ideas; 3) the regress of academic identity of the most of universities; 4) the increasing dysfunction of the classical models of school, teacher and upbringing; 5) the permanent decrease of the quality of the general education and upbringing. The contemporary educational crisis is the major threat to the comprehensive and harmonious human development, in a sense it’s the crisis of the man himself.
2
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Wychowanie osoby

72%
Possenti V.
Paedagogia Christiana
|
2022
|
vol. 1/49
25-48
PL
Kultura postmodernistyczna zdaje się kwestionować sens wychowania osoby, podając w wątpliwość cele wychowania, które wykraczają poza przygotowanie do zaspokajania doraźnych potrzeb oraz negocjowania promowanej przez liberalizm umowy społecznej. Ten kryzys w kwestii wychowania odnosi się zatem do kwestii antropologicznej, do trudności z odpowiedzią na pytanie o istotę człowieczeństwa, sięgającą głębiej niż teorie ewolucjonistyczne; z odpowiedzią, która sięgałaby istoty osoby jako imago Dei. Niniejszy tekst stanowi fragment książki: Człowiek postmodernistyczny. Technologia, religia, polityka (rozdział 4). Autor wprowadza najpierw we współczesny kontekst refleksji nad człowiekiem, aby z tej perspektywy podjąć kwestię wychowania. Jest ono związane przede wszystkim z odkrywaniem prawdy, stanowiącej punkt odniesienia dla rozwoju sumienia. Owa prawda nie jest jednak wytwarzana przez człowieka, ale odkrywana w Bogu, jeżeli podmiot odnosi się do niego w relacji miłości. Prowadzenie wychowanka do odkrycia tej prawdy wymaga od wychowawcy powrotu do idei greckiej paidei. Tylko wówczas możliwe będzie przezwyciężenie współczesnego modelu kształcenia, zorientowanego na cele instrumentalne, i powrót do właściwego humanizmu, którego istotą jest budowanie osoby.
EN
In postmodern culture the purpose of education which goes beyond preparing individuals to meet their immediate needs and focuses on negotiating the social contract promoted by liberalism is questioned. The pedagogical crisis relates to anthropological issues and questions about the essence of humanity, going deeper than evolutionist theories with answers that go down to the essence of a person as imago Dei. This text is an excerpt from the book L’Uomopostmoderno. Tecnica, religione, politica (2009. Genova–Milano: Marietti; chapter 4). This work introduces the contemporary context of reflection on man in order to address the issue of education from this perspective. The education is primarily associated with discovering the truth, which is a point of reference for the development of conscience. However, this truth is not produced by man, but discovered in God if the subject relates to Him in an existential relationship. Leading pupils to discover this truth requires educators to return to the idea of Greek paideia. Only then it will be possible to overcome the contemporary model of education, which is oriented towards instrumental goals, and return to proper humanism, which is oriented towards building people.
3
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Współczesność „źle obecna” w szkole podstawowej, czyli o kryzysie edukacji humanistyczne

58%
Koc K.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
|
2019
|
vol. 10
|
issue 285
124-133
EN
The author of this article is diagnosing the crisis of the contemporary humanistic education delivered in primary schools. The crisis consists of consciously ignoring any political, social and cultural issues, the world has to measure up to currently. Thinking about those issues has been replaced by a catalogue of specialist educational content, including knowledge and skills, but is not accompanied by any concept of how to functionally use those in the process of independent cognition of reality. A solution to this uneasy situation, according to the author, would be restoring critical thinking to its due rank in education. Critical thinking fulfils the meaning of learning and teaching, which has been reminded by many educators, not only the Polish language specific, but also such scientific figures as Feynman, Komeński or Firmhofer.
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