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Czy „ nowe” jest nowe, czy też jest „poligonem orwellowskiej utopii”? Refleksje na temat ostatniej reformy edukacyjnej

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Myrdzik B.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia

2019

vol. 10

issue 285

8-16

In the text: Is „new” new or is it a „training ground for the Orwellian utopia”? Reflections on the most recent educational reform I address the issue of the reform of Polish language education understood in the structural and programmatic sense. The leading concept around which I focus my reflection is autonomy understood in the light of the concept of Aharam Aviram – Autonomy-Oriented Education. Aviram refers to the category of autonomy not only in the process of upbringing, but also in education. Autonomy is a task and an endless process, requiring everyone to work on themselves as well as the appropriate organization of social relations. The significance and sense of the proposal to rebuild the Aviram educational system becomes apparent in the context of restoring the lost bond with reflection on spirituality and as a protest against the centralization of the state in this area. And in the context of changes taking place in Polish education aiming at centralism, it has a bitter resonance. In the text I also take up polemics with some of the assumptions of the reform of Polish language education

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Kłakówna Z. A.

Tematy i Konteksty

2017

vol. 12

issue 7

73-87

The author of the article points to conflicts resulting from several consecutive politically and ideologically motivated moves of both structural and curricular school reform, and outlines far-reaching, negative consequences of such activities. She explains differences between such concepts as carricular basis and curriculum and analises possible misunderstanding or misinterpretations which are likely to occur if these concepts are confused with each other or wrongly defined. Moreover, she describes the inviolable order of several necessary procedures which will need to be undertaken while planning the reform, if the reform is to succeed at all. She also draws the reader’s attention to the cultural and civilizational context in which the contemporary school functions, and questions the actual purpose and the point of boad general school education under the circumstances where the cultural paradigms are suddenly changed. She considers teacher training to be of paramount importance here and emphasises the fact that it is necessary to perceive the concept of methodics as a social activity which involves multiple fields of study. Furthermore, she suggests that politicians should be excluded from influncing the educational system directly.

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1 Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia

1 Tematy i Konteksty

1 Kłakówna Z. A.

1 Myrdzik B.

1 2019

1 2017

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Czy „ nowe” jest nowe, czy też jest „poligonem orwellowskiej utopii”? Refleksje na temat ostatniej reformy edukacyjnej

Szkoła na rozdrożach