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Współczesne poglądy na problematykę wychowania

100%
Słomski W.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
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2012
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issue 1
157-164
EN
Norms and social values find their support in authority. They result from it in a certain way. They exist and are conveyed by its mediation. Equally crucial is the after-effect of the education process - its style, parental attitudes, emotional relationships between adults and children. The above mentioned deliberations depict the complexity of upbringing issues. Is there one proper recipe for upbringing? With certainty not, though one can point out several principles which are helpful in this process. They are as follows: - “never impose your views or convictions by force, - express maximum possible acknowledgement for convictions and views of a child, - never insist on your view (…) make an assumption that “I can make a mistake, but he can be right”, - beam with warmth, love, attentiveness, joy as much as possible - let a child feel distinctly that he is being loved and that everything is for his sake. Actions speak louder than words, - treat your child as gently as the pupil of the eye, - do not treat your remarks for too valuable and your methods for ideal without fault”.
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„Więcej” niż pedagogika… W kierunku konwersyjnego ujaśnienia źródłowego charakteru filozofii wychowania

72%
Płóciennik M.
Edukacyjna Analiza Transakcyjna
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2016
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issue 5
137–153
EN
Pedagogy, both as an academically theoretical activity and humanistically social practice has been under a serious crisis for a long time. Obviously, this crisis has been caused by numerous reasons, both external and internal. Yet, it seems to be a perfect opportunity to re-discover the source of pedagogy in the philosophy of upbringing and – through the conversion in the centre of pedagogical thinking – to restore the tension between philosophy (in its wise ontological-metaphysical hesitation) and pedagogy. It seems clear that this lack of tension and limiting pedagogy to a detailed social science, is damaging and appears to be the fundamental problem and the main reason of the critical condition of contemporary pedagogy.
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