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SPECYFIKA AUTORYTETU W PRACY ZAWODOWEJ PSYCHOLOGA

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STEPULAK M. Z.
Scientific Bulletin of Chełm - Section of Pedagogy
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2021
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issue 1
119-131
EN
In the daily professional activity of a psychologist, the issue of his authority is of particular importance. In the first part of the article, the very concept of authority is the subject of scientific reflection. Authority in the proper sense means a person who, thanks to a set of personality traits, in particular competences in a given area, determines the shaping of judgments, opinions and attitudes of another person or social group, recognizing its value. The second part deals with the issue of the authoritarian personality. Authoritarianism describes the actions of the authorities using all means to implement their own, sometimes dogmatically understood political concept and forcing others to behave desired by it. This concept falsified the classical sense of authority. The third part of this article concerns the profession of psychologist in the dimension of authority. A psychologist should take care of his professional and moral authority for the benefit of his patients and clients, observing the basic ethics of the psychologist's profession.
2
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Authority in Education – Free Association with Authoritativeness?

58%
Vališová A.
Littera Scripta
|
2016
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issue 1
154-161
EN
The current vision of authority goes significantly beyond that of the traditional one and is being viewed within new contexts, which take into account the social status of the individual, their freedom and self-realization, and their capability to manage complicated social relations and challenging life situations. In addition, emphasis is placed on the individual and their social responsibility, self-control, inner discipline, volitional effort and other personal characteristics. The theme of authority is currently topical not only in education but also in broader social contexts, and not only in the Czech Republic. This study has a theoretical character. It explains the etymology of the term authority, compares this term with the substance of authoritativeness, analyses in brief T.W. Adorno´s theory of Authoritarian Personality, characterizes differences in parenting styles, and in particular the specifics of the authoritative and authoritarian styles.
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Osobowość autorytarna i jej wrogowie: Wilhelm Reich, Theodor W. Adorno, Alice Miller i Klaus Theweleit

58%
Szumlewicz K.
Studia z Teorii Wychowania
|
2019
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issue 4 (29)
47-62
EN
The essay presents a reconstruction and critical interpretation of four theories of authoritarian personality related to analysis of fascism. The first theory origins from a book The Mass Psychology of Fascism by Wilhelm Reich, published already before the Second World War, the second theory comes from a famous The Authoritarian Personality by Theodor W. Adorno. The third was presented by Alice Miller in For Your Own Good, and the fourth – by Klaus Theweleit in groundbreaking Male Fantasies. Only one of them, by Miller, refers directly to pedagogy. Nevertheless, the essay presents all four publications in relation to upbringing. The essay raises following questions: what is authoritarian personality? Which elements of education support its development and which prevent it? The theories are presented in relations to each other. Some of their conclusions are consistent, but other present conflicting positions. The dialectical method applied by the author enables to see, among others, how Adorno’s theories are put upside down by Miller, as well as Theweleit, who develops Reich’s ideas. The reconstruction of the dialogue between presented theories enables to put new questions related to the role of authoritarian personality in contemporary times.
PL
Esej zawiera rekonstrukcję i krytyczną interpretację czterech teorii na temat osobowości autorytarnej, związanych z analizą faszyzmu. Pierwsza pochodzi z napisanej jeszcze przed II wojną światową Psychologii mas wobec faszyzmu Wilhelma Reicha, a druga ze słynnej Osobowości autorytarnej Theodora W. Adorno. Trzecia została ukazana w słynnym Zniewolonym dzieciństwie Alice Miller, zaś czwarta – w przełomowych Męskich fantazjach Klausa Theweleita. Tylko jedna z tych pozycji – autorstwa Miller – odnosi się bezpośrednio do pedagogiki. W eseju pod kątem wychowania analizowane są natomiast wszystkie wymienione publikacje. Pytania, jakie stawia esej, brzmią następująco: czym jest osobowość autorytarna? Jakie czynniki wychowawcze sprzyjają jej kształtowaniu, a jakie temu przeciwdziałają? Teorie są ukazane w odniesieniu do siebie nawzajem. Część ich wniosków jest zbieżnych, część wchodzi w spór. Przyjęta metoda dialektyczna pozwala między innymi zobaczyć, jak twierdzenia Adorno są stawiane „z głowy na nogi” przez ustalenia Miller i Theweleita, który z kolei kontynuuje myśl Reicha. Z rekonstrukcji dialogu między teoriami rodzą się nowe pytania, dotyczące roli osobowości autorytarnej w czasach współczesnych.
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