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Pluralism of pedagogy in Poland

100%

Śliwerski B.

Kwartalnik Pedagogiczny

2018

vol. 63(4(250))

212-233

The author tackles the problem of the new quality of pedagogy in postmodern Poland. It is expressed in the absence of “one” theory, one meta-language which is used to describe and explain basic concepts and processes. Moreover, it creates theoretical foundations for the development of detailed pedagogical sciences. Each attempt to set up a universal project or meta-narration becomes an unreasonable interpretation of phenomena or theories and the will to gain power. None of individual interpretations can be superior to any others. There are not any “better” or “worse” theories. I reveal new approaches to pedagogy as: – science of pedagogical sciences (metapedagogy); – comparative pedagogical thoughts; – meta-science, or the science of all sciences about upbringing and education.

Cóż po pedagogice w ponowoczesności?

86%

Śliwerski B.

Annales. Etyka w Życiu Gospodarczym

2012

vol. 15

313-323

This article depicts five approaches to pedagogy, which can be recognized in the course of history: 1) Pedagogy as a philosophy (science of man, paideia, educational anthropology), 2) pedagogy as an independent discipline of humanities, 3) pedagogy as a subject of academic and vocational studies, 4) pedagogy as a subjective theory of education and 5) pedagogy as a community intellectual formation. I am still looking for answers to the question, which of these approaches raises criticism or points to the evolution of educational sciences and schooling as a helpful reflection for practitioners and new directions in researches.

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1 Annales. Etyka w Życiu Gospodarczym

1 Kwartalnik Pedagogiczny

1 2019

1 2012

2 Śliwerski B.

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Pluralism of pedagogy in Poland

Cóż po pedagogice w ponowoczesności?