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1
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The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic

100%
Zieliński P.
Studia Edukacyjne
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2018
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issue 48
115-132
PL
The aim of the study is articulated in the title. The author is reconstructing Kantian philosophy and pedagogic, the thesis of postmodernism and post-modern pedagogic and indicates the relationships and differences of those two systems. Both Kant and the Baden-based neo-Kantians enabled the emancipation of the humanities. The Kantian model of pedagogy was the basis for pedagogic directions, belonging to the meta-theory of humanistic education and critical pedagogy, especially the postmodern one. There are clear links with Kantian ideas of pedagogy, the way to capture the role of dignity, knowledge and freedom in the morality of a human being. There are also significant differences: Kant did not include to his pedagogy social, political and pluralistic questions, which are so important in postmodern pedagogy.
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ВНЕСОК ДЖ. ДЬЮЇ У СТАНОВЛЕННЯ ІДЕЙ ГУМАНІСТИЧНОГО ВИХОВАННЯ ДІТЕЙ У СІМ’ЯХ США

86%
Глушич В.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 1(45)
79-84
EN
This publication analyzes the humanistic ideas of personal development in the pedagogical heritage of J. Dewey. In particular it is stated that J. Dewey saw interrelated changes in rational and emotional areas that characterize the level of harmony, its self-aggrandizement in this development. The author has accepted the fact that namely achievement of this harmony is the strategic direction of humanistic education in modern families of the USA. The author has defined the key ideas of humanistic education in the family, namely the relationship of school and family education with the realities of life; the orientation of the educational process on the child’s activity, on the fulfillment of specific practical cases, on its interests. It is found out that the concept of education by J. Dewey refers to pragmatism. The position of a theorist about the organization of a family upbringing combines socio-oriented and child-oriented ideas. It is noted that J. Dewey appreciated American democracy and considered humanistic education of the child in the family as a key of its preservation and strengthening. The significant tendency in the concept of «school of child’s life» by J. Dewey is the reliance on natural processes of physical and spiritual growth, on satisfaction of natural inclinations, on organization of children’s activities in the educational process. The study has revealed the relevance of humanistic pedagogy of John Dewey which requires the parents to adapt to the individual characteristics of the child, to provide an atmosphere of comfort and «psychological safety». The reformer’s recommendations for the teachers and parents that engage home education are focused on: the unity of the development and education; differentiation and diversification of educational influences; individualization of educating communication; creating the favorable conditions for the development of aptitudes and abilities of the child; a comfortable interaction between different generations in the family; psychological safety, protection of the child; a faith in its strength and capabilities; adoption of the child as it is; positioning of the child’s behavior and actions with success; a change of the target set education on the individual development of the child; providing systematic «spiritual meetings with intelligent people». The perspective direction of the research is the pedagogical analysis and recommendations for the parents in the works of J. Dewey and A. S. Makarenko.
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Szczęście w poglądach Komeńskiego i w koncepcjach psychologii pozytywnej – poszukiwanie analogii

86%
Florczykiewicz J.
Siedleckie Zeszyty Komeniologiczne seria Pedagogika
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2021
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vol. 8
27-35
PL
Niesłabnące zainteresowanie myślą pedagogiczną Jana Amosa Komeńskiego wynika niewątpliwie z uniwersalizmu przyjmowanych przez niego założeń. Znaczna część jego poglądów znajduje odzwierciedlenie we współczesnych koncepcjach pedagogicznych, ich aktualność wynika niewątpliwie z humanizmu przenikającego jego rozważania o wychowaniu. Dzięki niemu można uznać, że poglądy Komeńskiego tworzyły podwaliny humanistycznej orientacji pedagogiki kształtującej się na przełomie XIX i XX wieku. Celem artykułu jest prezentacja poglądów Jana Amosa Komeńskiego dotyczących szczęścia oraz ich odniesienie do założeń rozwijanego współcześnie nurtu psychologiczno-pedagogicznych badań nad szczęściem.
EN
Unflagging interest of the pedagogical thought of John Amos Comenius results from the universalism of his assumptions. A significant part of his views is reflected in the contempo-rary pedagogical concepts, and their topicality results from the humanism permeating his considerations of education. Thanks to it, it can be concluded that Comenius' views laid the foundations for the humanistic orientation of pedagogy, taking shape at the turn of the 19th and 20th centuries. The aim of the article is to present John Amos Comenius’ views of happi-ness and to relate them to the assumptions of the currently developed psychological and peda-gogical research on happiness.
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Educational Thought of Ukraine and Poland Within Renaissance Culture: from the History of Intellectual Discourse of Xvi-xvii Centuries

72%
Petruk N.
Comparative Professional Pedagogy
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2014
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vol. 4
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issue 4
33-38
EN
The article deals with the peculiarities of formation of pedagogical thought in Ukraine and Poland during the propagation of Renaissance ideas into pedagogical culture of XVI-XVII centuries. It has been emphasized that founders of humanistic pedagogical culture in Ukraine were such outstanding scientists as Grygoriy Sanotskyi, Yuriy Drogobych, Mikolaj Kopernik, Pavlo Krosnenskyi and others. Problems of new man's formation, understanding his life purpose, expressions of his civic and spiritual activities, reevaluation of manual labour, peculiarities of moral education are studied on the basis of comparative analysis of famous Ukrainian-Polish humanists' works of XVI-XVII centuries. It has been stressed that the existence of close spiritual and intellectual relations between Ukrainian and Polish culture enabled the formation of humanistic pedagogical principles, European cultural and educational space, as well as the strengthening European life values. Educational thought of XVI-XVII centuries has been analyzed in the context of problems associated with the propagation of humanistic thinking among Ukrainian and Polish intellectuals, the reevaluation of man's role in the different spheres of life, the development of new educational culture in Ukraine.
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Ideas on Moral and Civil Upbringing of Personality in Italian and Ukrainian Pedagogy During the Renaissance

72%
Petruk N.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 4
22-26
EN
Important aspects of moral and civic upbringing of personality based on studying the experience of humanist pedagogy establishment in the Italian Renaissance in XIV-XV centuries and the Ukrainian Renaissance in XVI-XVII centuries have been reviewed in the article. It has been found out that under the influence of Renaissance in XVI-XVII centuries Ukrainian pedagogy progressed not only in the Orthodox Christian paradigm of thinking, but was greatly enriched by the humanistic ideas of European origin as well and the matter of a person, a bright personality, endowed with unique personality traits, high ethical and Christian virtues, active and dynamic, was crucial for the forming of humanistic pedagogy. This resulted in increasing interest of Ukrainian philosophers to human problems, establishment of the value of personality, awareness of the importance of education and science in life. Intellect, education, moral virtues and work became the greatest personal qualities in works of Italian and Ukrainian humanists. Pedagogical culture during the Renaissance was also determined by ideas of civil humanism, need for patriotic education and personal action for the common good. Formation of civic sense and responsibility for own actions were of great importance.
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Concepts of pedagogy as an applied philosophy: Paul Natorp, John Dewey and Sergius Hessen

71%
Hanuszkiewicz W.
ARGUMENT: Biannual Philosophical Journal
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2019
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vol. 9
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issue 2
201-223
EN
Paul Natorp, John Dewey and Sergius Hessen are usually considered to represent three different philosophical and pedagogical doctrines developed at the turn of the Twentieth century. These are, respectively: neo‐Kantianism, pragmatism and humanistic pedagogy widely rooted in Wil‐ helm Dilthey’s philosophy. Contrary to this common classification, Hessen himself described his own concept of pedagogy as an applied philosophy as a continuation of Natorp’s thought. However, Hessen also noted that an approach very similar to his one can be found (with some restrictions) in John Dewey’s theory. In this case, the fundamental issue is to determine the relationship between philosophy and pedagogical theory and practise. The main part of this article will identify the specificity of this relationship: the specificity implied by the concept of pedagogy understood as applied philosophy. The concept of pedagogy, understood as an applied philosophy in its theoretical and practical aspects, is the basis for critical reconstruction of social life in general. It is the opinion shared by all three philosophers that this type of reconstruction should be based on the communal dimension of basic social interactions, that is, on the communal dimension of work. The only way for the renewal of a different form of social life leads through regaining through them an essential communal dimension of human work. All three authors agreed that to regain the communal dimension of human work by another form of social interaction would only be possible when certain conditions are present; that is, when work will be permeated by individual creativity. The presence of such conditions shall be ensured by the educational community. Thus, the educational community should be a starting and end point for any critical social reconstruction as well as for the pedagogy understood as an applied philosophy.
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Psychopedagogika samorealizacji i autonomii, czyli o związkach koncepcji humanistycznych z edukacyjną analizą transakcyjną (cz. 4) *

58%
Jagieła J.
Edukacyjna Analiza Transakcyjna
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2019
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issue 8
167-194
EN
The article offers an outline of humanistic psychology and therapy, its leading representatives and the way it is used in Polish theory and practice. It also shows the links between these concepts and transactional analysis.
PL
Artykuł prezentuje w skrótowej formie psychologię i terapię humanistyczną, czołowych jej przedstawicieli oraz sposób w jaki ujawnia się w polskiej teorii i praktyce. Wykazano związki jakie łączą tę koncepcję z analizą transakcyjną.
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Kształcenie humanistyczne jako proces hermeneutyczny

58%
Ratajczak-Parzyńska D.
Forum Pedagogiczne
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2020
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vol. 10
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issue 2
135-146
EN
In the perspective of humanistic pedagogy, humanistic education at school is more than just teaching humanities. Humanistic pedagogy, without denying the standardization of school education, postulates taking into account its existential dimension. Self-understanding, reading the meanings and values of various life forms as well as their interpretation and internalization should become important elements of education. This understanding of the didactic process results from the humanistic concept of man. According to this approach, a human being is not only an empirical being, but also a significant being. Understanding was adopted as the basic epistemological and ontological category of the humanities and education in the field of humanities.
PL
W perspektywie pedagogiki humanistycznej kształcenie humanistyczne w szkole jest czymś więcej aniżeli tylko nauczaniem przedmiotów humanistycznych. Pedagogika humanistyczna, nie negując standaryzacji kształcenia szkolnego, postuluje uwzględnienie wymiaru egzystencjalnego nauczania w szkole. Istotnymi elementami kształcenia powinny stać się samorozumienie, odczytywanie sensów i wartości różnych form życia oraz ich interpretacja i uwewnętrznienie. Takie rozumienie procesu dydaktycznego wynika z humanistycznej koncepcji człowieka. W takim ujęciu byt ludzki nie jest tylko bytem empirycznym, lecz także bytem znaczącym. W artykule przyjęto rozumienie za podstawową kategorię epistemologiczną i ontologiczną nauk humanistycznych i kształcenia humanistycznego.
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Kultura animacji jako humanistyczna pedagogia

58%
Kubinowski D.
Nauki o Wychowaniu. Studia Interdyscyplinarne
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2016
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vol. 3
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issue 2
97-108
EN
The aim of this paper is to determine the characteristics of universal culture of animation in general, seen as a kind of humanistic pedagogy in the broad sense. The starting point for the author are the constitutive features of cultural animation relating to: (1) understanding animation as revival, activation, change etc.; (2) treating the culture of individuals and communities as a key subject of its impact; (3) implementation of any animation activities based on the humanistic methodical principles; (4) adoption of axiological minimum as a necessary condition for the perception of cultural animation as pedagogical idea, and (5) clarifying the specificity of the role of social culture animator. The text attempts to generalize them with a view to developing a pedagogical theory of animation activity beyond its cultural – exclusively – aspects.
PL
Celem niniejszego opracowania jest próba określenia cech uniwersalnej kultury animacji w ogólności, postrzeganej jako swoista humanistyczna pedagogia w szerokim rozumieniu. Punktem wyjścia autor czyni tu cechy konstytutywne animacji kultury odnoszące się do: (1) rozumienia animacji jako ożywiania, aktywizowania, zmieniania etc.; (2) traktowania kultury własnej jednostek i wspólnot jako zasadniczego przedmiotu jej oddziaływań; (3) realizowania wszelkich działań animacyjnych w oparciu o zasady humanistycznej metodyczności; (4) przyjęcia minimum aksjologiczności jako niezbędnego warunku postrzegania animacji kultury jako idei pedagogicznej oraz (5) sprecyzowania swoistości roli społecznej animatora kultury. W tekście podejmuję próbę ich uogólnienia z myślą o rozwinięciu pedagogicznej teorii działalności animacyjnej poza jej aspekty – wyłącznie – kulturalne.
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