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  1. 2 Sztaba M.

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W trosce o wiedze pedagogiczną/wiedzę w pedagogice wolną od iluzji - część I

100%
Sztaba M.
Roczniki Pedagogiczne
|
2012
|
vol. 4(40)
|
issue 3
5-28
XX
Pedagogical expertise/knowledge in pedagogy is created in a social context. Knowing the state of knowledge in pedagogy, is also discovering various illusions. Because education is a discipline of a social sciences and humanities, it uses achievements of many sciences, and as they are, it is threatened by illusions. In the article the problem of sources and types was taken on, as well as processes of formation and distribution of pedagogical knowledge. Then the typology was presented, and ways of understanding the illusion. As an example of the illusion as it appears in the pedagogical knowledge in education, antipedagogy as well as gender pedagogy is presented. In light of the analysis made in this article, effective way to counter any illusions, in education as well as in other sciences, there’s concern for ontological, epistemological, methodological and axiological basis for the creation and popularization of scientific knowledge.
2

W trosce o wiedzę pedagogiczną/wiedzę w pedagogice wolną od iluzji (cześć II)

100%
Sztaba M.
Roczniki Pedagogiczne
|
2014
|
vol. 6(42)
|
issue 1
9-31
PL
Wiedza pedagogiczna/wiedza w pedagogice tworzona jest w społecznym kontekście. Poznać stan wiedzy w pedagogice, to zarazem odkryć obecne w niej różne iluzje. Pedagogika bowiem, będąc dyscypliną z obszaru nauk społecznych i humanistycznych, korzysta z dorobku wielu nauk i tak jak one jest zagrożona różnorakimi iluzjami. W drugiej części artykułu autor „poszukuje” sposobów przeciwdziałania iluzjom, tak w pedagogice, jak i w innych naukach, poprzez świadomą troskę o ontologiczne, epistemologiczne, metodologiczne oraz aksjologiczne podstawy tworzenia i popularyzowania wiedzy naukowej.
EN
Pedagogical expertise/ knowledge in pedagogy is created in a social context. Knowing the state of knowledge in pedagogy, is also discovering various illusions. Because education is a discipline of a social sciences and humanities, it uses achievements of many sciences, and as they are, it is threatened by illusions. In the article the problem of sources and types was taken on, as well as processes of formation and distribution of pedagogical knowledge. Then the typology was presented, and ways of understanding the illusion. As an example of the illusion as it appears in the pedagogical knowledge in education, antipedagogy as well as gender pedagogy is presented. In light of the analysis made in this article, effective way to counter any illusions, in education as well as in other sciences, there's concern for ontological, epistemological, methodological and axiological basis for the creation and popularization of scientific knowledge.
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