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Związki polskiej socjologii wychowania z pedagogiką światową w ostatnim trzydziestoleciu

100%
Tomasz L.
Rocznik Lubuski
|
2011
|
vol. 37
|
issue 1
67-82
EN
The article presents the state of contemporary Polish sociology of education and shows the factors which influenced its development. The first results from the change in the scientific analysis of upbringing and education. In the period after World War II people began to criticize the education and upbringing subordinated to the ideology of the dominant classes and serving primarily the persistence of the same social structure. These new "theories", containing clear ideological premises, began to be developed primarily by emancipatory pedagogy, and partially by the sociology of education. Secondly, the qualitative methods started to dominate over the quantitative ones in pedagogy and the phenomenon also affected the sociology of education. On the other hand, sociologists became interested in the problems connected with the impact of gender, body and other postmodernist issues, which resulted in retreat from the prevailing "hard" approach to sociology as a science. However, sociology still aims at searching an adequate description of social reality. All these processes contribute to the current state of Polish sociology of education that, despite the influence of ideologically engaged pedagogy, is developing as a sociological subdiscipline
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