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1

Pedagogika i religia u Sergiusza Hessena

100%

Stępkowski D.

Seminare. Poszukiwania naukowe

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2010

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vol. 28

183-199

EN

The inspiration for this article was a monograph entitled Sergiusz Hessen – pedagog odpowiedzialny (Sergei Hessen – the Responsible Pedagogue) by the contemporary philosopher of education Andrea Folkierska. In the abovementioned work the religious thread of pedagogical thought in the work of the polonised Russian, who like no other writer gave a specific trait to 20th-century philosophical pedagogy in Poland, was omitted in complete silence. The article comprises five points. Firstly, the author attempts to define the causes which have led to the contemporary renaissance in Hessen’s thought to the depreciation of the religious references contained in his texts. In the next point he indicates the locus philosophicus, in which Hessen’s concept of the „dialectic relationship” between moral upbringing and religion. After this, in the third point the author postulates the replacement of unclean dialectic, i.e. the two-factored dialectic almost unanimously accepted in the most recent interpretations as the paradigm of the famous Russian’s philosophy of upbringing with the aporetic (Gr. aporia – difficulty). On this backdrop, the fourth point contains consideration of Hessen’s definition of pedagogy as „applied philosophy”. Finally, the author considers the influence of religion on the process of morally becoming human presented by Hessen, particularly with reference to the Christian understanding of God as the supreme (saving) Good, and full of Love.

2

Education and Alteration. Notes on Personalism, Alterity and Education in Dialogue with Michel de Certeau

63%

Rovea F.

Paedagogia Christiana

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2021

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vol. 1/47

119-139

EN

This article tries to elaborate some insights from Michel de Certeau’s works on personalism, alterity and education. The aim is to add a poorly known voice to the contemporary debate around pedagogy and personalism. De Certeau’s original account of personhood, based on the movement of ‘alteration’ rather than on ‘identity’, is presented as original and useful to enrich the contemporary educational debate. The article firstly analyses two texts where Certeau deals specifically with the role of alterity in educational contexts. The uncanny and ungraspable movement of ‘alteration’ will be shown as fundamental in the person’s formation. Secondly, it will be argued that such account of alterity is rooted in Certeau’s interpretation of the Christian tradition. Finally, it will be maintained the possibility of conceiving education itself as a process of ‘alteration’.

PL

Celem niniejszego artykułu jest rozwinięcie pewnych spostrzeżeń zaczerpniętych z prac Michela de Certeau dotyczących personalizmu, zmienności i edukacji, aby włączyć jego słabo znane stanowisko w bieżącą debatę poświęconą pedagogii i personalizmowi. Obecna w pismach de Certeau oryginalna idea osoby, opierająca się nie na „tożsamości”, a na ruchu „przemiany”, zaprezentowana jest w niniejszym artykule jako innowacyjna i ubogacająca dla bieżącej debaty o edukacji. Na początku przeanalizowane zostają dwa teksty, w których de Certeau poświęca szczególną uwagę roli zmienności w kontekście edukacyjnym. Niesamowity i niepojęty ruch „przemiany” zaprezentowany zostanie jako fundamentalny dla formowania się osoby. W drugiej kolejności wykazane zostanie, że takie podejście do zmienności zakorzenione jest w tym, jak de Certaeu interpretuje chrześcijańską tradycję. Jako ostatnia rozwinięta zostaje możliwość pojmowania samej edukacji jako procesu „przemiany”.

3

INTERNATIONAL COMPARISONS IN THE IMPROVEMENT OF EDUCATION

51%

Hebert D. G.

Signum Temporis

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2012

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vol. 5

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issue 2

17-27

EN

Imperfections - such as inequality and inefficiency of learning - are perennial problems for education despite a diversity of foundations on which national systems are established, which range from the idealistic vision of fostering a utopian society to the utilitarian objective of producing skilled workers capable of engendering economic growth. Despite sharing many common conditions and fundamental values, educators rarely learn valuable lessons from the successes and failures of highly relevant initiatives in distant nations. This problem may be attributed to several factors, not the least of which includes the entrenchment of local traditions and ethnocentric assumptions, but surely the quality and relevance of international-comparative research - and the way its results are disseminated - are issues that must also be taken into careful consideration. What are the unique lessons to be learned from international comparisons, and what are the prospective risks for how such comparisons may be misinterpreted and misused in educational settings? How can international comparative research be made more relevant, with tangible applications that may be recognized and effectively used by school teachers? How can international comparative education meaningfully examine subjects beyond the reach of standardized testing, in such domains as the fostering of creativity, talent, and ethical sensibilities, for example? These themes will be presented through discussion of both research findings and anecdotes from the personal experience of working for universities on four continents. Specific topics will include the challenges of accounting for conceptual equivalency and representing cultural differences, sampling and generalizability, reconciling the diverging aims of economic, anthropological, sociological, and psychological research, as well as grappling with the ambivalent discourse of globalization, multiculturalism, post-colonialism, and other social movements.

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1 Paedagogia Christiana

1 Seminare. Poszukiwania naukowe

1 Signum Temporis

1 Hebert D. G.

1 Rovea F.

1 Stępkowski D.

1 2021

1 2012

1 2010

Pedagogika i religia u Sergiusza Hessena

Education and Alteration. Notes on Personalism, Alterity and Education in Dialogue with Michel de Certeau

INTERNATIONAL COMPARISONS IN THE IMPROVEMENT OF EDUCATION