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1

Aksjologia współczesnej pedagogiki resocjalizacyjnej jako podstawa jej sukcesu

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Nowak M.

Roczniki Pedagogiczne

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2019

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vol. 11(47)

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issue Numer specjalny

17-28

PL

Życie człowieka charakteryzują wartości realizowane w wolności. Dotyczy to także resocjalizacji. Wartościami zajmuje się aksjologia, a w pedagogice – aksjologia wychowania. Główny problem artykułu sformułowano jako pytanie: Jaka jest rola wartości w sukcesie oddziaływań resocjalizacyjnych? W odpowiedzi na ten problem podjęto najpierw określenie roli wartości w wychowaniu i w pedagogice, następnie wskazano na specyficzne aspekty procesu resocjalizacji, aby w tym kontekście przedstawić zagadnienie roli wartości w procesie skutecznej resocjalizacji.

EN

A man’s life are characterized by values implemented in freedom. This also applies the rehabilitation and treatment. Values and deals are the subject of interest of axiology and axiological education. The main problem of this article are formulated as question: What is the role of values in the success of the impact of correctional facilities? In response to this problem it was decided to specify the role of values in education and pedagogy, then it was indicated on the specific aspects of the process of rehabilitation, to take, in this context, the question of the role of values in the process of effective rehabilitation and treatment of the prisoners.

2

Father Jacek Woroniecki (1878–1949) – Master and Mentor of Catholic and Christian Pedagogical Thought

100%

Nowak M.

Roczniki Pedagogiczne

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2021

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vol. 13(49)

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issue 1

95-117

EN

Fr. Jacek Woroniecki contributed to building not only Christian and Catholic pedagogy, but also pedagogical theory in general in Poland, having achieving unquestioned primacy in this regard. He appeared on the grounds of Catholic and Christian pedagogy as master and teacher, contributing to the development of their disciplinary status throughout his entire life, which we read as an illustration of shaping his mature faith and his scientific reflection arising from it. In warning against the hasty classification of educators as Catholic educators, he embraced the pedagogical issues from a position which could be described as a position of Christian wisdom, and in this wisdom, particularly in the Catholic Church, he discovered what he understood as paedagogia perennis, including in his thematic blocks such fundamental groups of issues as 1) the subject of education as the reflection over the person to be educated, 2) the object of education, i.e. what we want to produce in education by means of educational activity, and 3) the tutor, i.e. the one who individually or socially is to direct the process of education in the pupil. Noting the domination of individualistic attitudes in teaching and education, Fr. Jacek Woroniecki exhibits “the social side of the educational action itself,” while not depreciating “the tutor’s individual values” at all. Speaking on the matter of the specificity of pedagogy, Fr. Woroniecki contributed to the consolidation of this specificity, and simultaneously introduced pedagogical reflection, in the contexts of universality, and developed its status as a discipline with its own identity, but simultaneously open to reality, to other disciplines, and the manifold aspects and dimensions of human existence. In making a practical contribution to the development of pedagogy, he indicated the methods for the formation of the character and personality of a pupil, postulating a return to the pedagogical principles of Christianity called the pedagogical universalism, in which attention was paid to the formal object of the education – the person – e.g. how the person should be when reaching the fullness of personal existence as a result of the proper, i.e. harmonious, development of all the natural and supernatural virtues.

PL

Ojciec Jacek Woroniecki (1878-1949) – mistrz i mentor katolickiej i chrześcijańskiej myśli pedagogicznej Ojciec Jacek Woroniecki przyczynił się do budowania nie tylko pedagogiki chrześcijańskiej i katolickiej, ale także pedagogiki w ogóle w Polsce, osiągając niekwestionowane mistrzostwo w tym zakresie. Jako mistrz i nauczyciel zaistniał na gruncie pedagogiki katolickiej i chrześcijańskiej, wnosząc swój wkład w wypracowywanie ich statusu dyscyplinarnego w ciągu całego swojego życia, które odczytujemy jako ilustrację kształtowania się jego dojrzałej wiary i z niej wynikającej jego naukowej refleksji. Przestrzegając przed zbyt pochopnym zaliczaniem pedagogów do pedagogów katolickich, podejmuje problematykę pedagogiczną z pozycji, którą możemy określić jako pozycję mądrości chrześcijańskiej i w niej, zwłaszcza w Kościele katolickim, odkrywa to, co rozumiał on jako paedagogia perennis, zawierająca w swoich blokach tematycznych takie podstawowe grupy problemów, jak: 1) podmiot wychowania jako refleksję nad człowiekiem mającym być wychowanym; 2) przedmiot wychowania, czyli co w wychowaniu chcemy wytworzyć przez działalność wychowawczą oraz 3) wychowawcę, czyli tego, który pojedynczo czy społecznie ma pokierować procesem wychowania w wychowanku. Zauważając dominację postaw indywidualistycznych w nauczaniu i wychowaniu, Jacek Woroniecki eksponuje „społeczną stronę samej czynności wychowawczej”, nie deprecjonując w niczym „wartości indywidualnych wychowawcy”. Zabierając głos w sprawie specyfiki pedagogiki, Woroniecki przyczynił się do umocnienia tej specyfiki, a jednocześnie wprowadził refleksję pedagogiczną w konteksty uniwersalności i wypracował jej status jako dyscypliny z własną tożsamością jak również otwartej na rzeczywistość, na inne dyscypliny oraz na wielorakie aspekty i wymiary ludzkiej egzystencji. Praktycznie przyczyniając się do rozwoju pedagogiki, wskazuje na sposoby kształtowania charakteru i osobowości wychowanka, postulując powrót do pedagogicznych zasad chrześcijaństwa zwanych uniwersalizmem pedagogicznym, w którym zwraca się uwagę na przedmiot formalny wychowania – człowieka – takiego, jakim on winien być wtedy, gdy osiągnie pełnię swojego osobowego bytu w wyniku właściwego, tj. harmonijnego rozwoju w nim wszystkich cnót przyrodzonych i nadprzyrodzonych.

3

The problem of social engagement of a child within the family and by the family in the views of selected representatives of social pedagogy

100%

Nowak M.

Journal of Modern Science

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2021

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issue 2/47/2021

261-284

EN

The human being has both an individual and a social nature, which indicates the necessity of taking into account in the process of the social engagement of the child both care for the child's own development (personalisation) and its orientation towards social life (socialisation), and this in every educational and socially engaging activity. In social engagement there is a justifiable need for both family care and support for the development of the child by the parents and the family, as well as for social (State) care, and the cooperation of these environments should take place without violating the rights of other persons or subjects entitled to upbringing – especially the family.

4

O pedagogikę wrażliwą na osobę i na wspólnoty osób

100%

Nowak M.

Roczniki Nauk Społecznych

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1996

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vol. 24

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issue 2

31-52

EN

Contemporary educative thinking and action is differentiated to a considerable extent. We find in it a lack of clarity of the situation and a multitude of suggested solutions. The need to act and take up decision about education is stronger than before. The more we feel a need for a scientific pedagogy, a pedagogy based on firm philosophical and anthropological foundations. The pedagogy of personalism, being one of the more lively contemporary trends in education, contributes essentially to the development of such pedagogy. This line underwent a dynamic development in many countries (especially in Italy, Spain, France, and, partly, in Germany). It is said to be a kind of perenne personalism, or personalism of our time. Recently the concept has been linked with E. Mounier and his friend, gathered around the paper „Esprit”. This line of pedagogy had its advocates in Poland before and after World War Two. There was no lack of educators who even during the officially approved pedagogy of regime system in the Polish Peoples Republic conducted the educative activity understood in a personalistic manner. Can we say that personalism is current today? On the one hand, we experience a disapproval to it, and this is linked with the great systems of the past (modernism), among which personalism is included too. On the other hand, along with the development of post-modernist tendencies there is an increased opposition and fear of irrationality. Moreover, the practice of everyday life points out that the tendency towards, what one may call, personalistic and communitarian revolution increases. This is often called a personalistic return. This phenomenon of a personalistic return, present in the teaching of the Pope (among other in Centesimus annus, 1991), calls for an interpretation in the province of theoretical pedagogy, as well as some responses towards tendencies in a concrete life. These responses should deal with efforts for the sake of the creation of a pedagogy by the standards of a persons and community of persons. The measures which are suggested here are the following: tending towards a creative development of a person’s potential in freedom, taking into consideration the relationships which occur between relations the educative system and the democratization of social life, manifesting the attitudes of dialogue and sensitivity to the person and the community of persons, showing some dose of moral courage and engagement, manifested in being vigilant to statements and tendencies, which appear in pedagogy, and for the sake of the defence of person’s rights and dignity.

5

Dyskusje nad pedagogiką jako nauką

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Nowak M.

Roczniki Nauk Społecznych

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1990

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vol. 18

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issue 2

71-80

EN

The article deals with the problem of theoretical and methodological awareness within pedagogy. The author begins by observing that Polish pedagogy was cut off from the pre−war Polish tradition and from the European tradition for a number of years after World War II. He then proceeds to review the problem of theoretical and methodological awareness in European (especially Italian and French) pedagogy in the last few decades. The aim is to join the mainstream of European pedagogy. His foremost concern is with the question whether pedagogy can be regarded as a science. He stresses the complexity of the problems pedagogy deals with and the need to take an integral view of man's education. The next problem taken up concerns theoretical and methodological awareness within pedagogy, which is affected for example by the social and political situation, by cooperation between pedagogy and other disciplines (some models of such cooperation are mentioned), and by whether pedagogy is viewed as a single discipline or as a complex of educational disciplines. In the concluding part of the article the author states the existence of a connection between pedagogy and culture and suggests that the present crisis of theoretical and methodological awareness in pedagogy is partly due to the fact that European culture, the "paideia" in European culture, is going through a crisis.

6

Wychowalność człowieka podstawą sensu i znaczenia wychowania

100%

Nowak M.

Roczniki Nauk Społecznych

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2002

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vol. 30

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issue 2

5-20

EN

The paper points to one of the basic categories in scientific pedagogy which is „educatability.” It played an important role in the origins of pedagogy as a discipline of science and was combined with the acceptance in the point of departure, as a special hypothesis, that there are possibilities to form man. Assuming this possibility, J.F. Herbart (1776-1841), the father of scientific pedagogy, worked out his concepts of formation and general pedagogy. According to him, „educatability” (Die Bildsamkeit) is the basic category of pedagogy (Algemeine Paedagogik, 1806). As the contemporary pedagogical thought seeks more and more often an answer to the question about the sense and meaning of education, stumbling at the same time on the byways of its utopian and idealistic approaches, the category of „educatability” may become one of the ways to make the pedagogical practice and theory real and sensible. Like over two hundred years ago this category has become the ground upon which to build the scientific reflection in pedagogy. In the same manner this paper suggests that it may turn out very helpful to bring it back and remind. It can help us explain the contemporary problems connected especially with the discovery of the sense and possibility to educate man. The paper concentrates first on the discussion around the problem of educatability over the history of human thought. Listing its main representatives and its stages (from the ancient until the modern times), it exposes two standpoints characteristic of that „debate about the educatability of man”: „pedagogical optimism” and „pedagogical pessimism.” It also points to the contemporary solutions of that problem in „pedagogical realism” that characterizes, among other things, the Christian approach to the issue of man's educatability. Following the line of the latter standpoint, that paper discusses in detail the structure of the process of man's educatability, pointing to the basic elements and factors of the process of the person's educatability. The approach to „educatability” as a category giving sense to education and pedagogy is listed among the basic problems of the research of general pedagogy. Here we ask not only about the essence of education and its specific character, but also about the possibility and conditions of the process of education and about its sense and meaning (its noetic dimension).

7

Wychowanie do wartościowania w kontekście pluralizmu

100%

Nowak M.

Roczniki Nauk Społecznych

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2000-2001

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vol. 28-29

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issue 2

5-27

EN

The reflection on the theme of formation to valuing in the context of pluralism entails several important areas of analysis. First of all, the social and cultural dimension of the process of formation has been stressed. This implies both a necessity to properly choose values in formation and to take into account social consequences of the strategies how to teach them. The concepts of formation and values have been explained here, and particular principles according to which select values in the process of formation have been described. The formative situation under the conditions of the pluralism of values has been characterized in particular detail, including requirements and approved valuing attitudes in this context. A complex context of pluralism calls for adequate strategies of formation to valuing, among which we find: strategy of dissonance, strategy of testimony and strategy of stimulation. The strategies under consideration are directed towards a desirable formative effect, such as: greater sensitivity of the disciple to values, a coherent order of the selected values, coherence between the selected system of values and the realized attitude.

8

Pedagogika egzystencjalizmu: jej założenia, cele i rola w rozwoju nauk pedagogicznych

100%

Nowak M.

Roczniki Nauk Społecznych

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2004

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vol. 32

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issue 2

5-29

EN

The paper seeks to bring home to theorists and practitioners of education one of the branches of pedagogical thought, namely existential pedagogy. The main line of thinking in pedagogy can be defined in the following way: the point is to help people to overcome their banal existence and help them to choose a way towards authentic existence. Thus formulated watchword of this trend opens a new perspective on pedagogical thinking of great importance both theoretical and practical. It is true that in the end of the 1960s the peculiar vogue for existentialism was in the wane. Nevertheless it brought about a vivid interest in philosophy, introduced a new approach in many domains of science, including pedagogy. Consequently, the reality of education and its planning could better be recognized. By opening to what is non-verifiable, existentialism made it possible to seek after the sense of existence and education (interest in the noetic dimension), and to quest after a climate in which one could adopt an attitude of openness and overcome abstract categories (V. Frankl). The very categories of existentialism are significant, starting with the category of „existence” (Lat. existere - take place, exist, appear, be outside, go towards). Owing to existentialism such categories as „freedom,” experience etc. have clearly received a dynamic dimension in pedagogy. The author points to existentialism as a branch of contemporary philosophical thought with which is connected its appearance in pedagogical thought. The author devotes much attention, within the framework of basic problems of existential pedagogy, to the tasks and objectives of education. He does this by turning our attention to the axiology of existential pedagogy, understanding of the educational relationship, the role of educator/teacher and pupil/student in the overall dynamism of the educational process. Then he goes on to outline an existential approach to the methodology of education and instruction. By showing the main aspects of the existentialist trend in pedagogical thought, the paper may become a help in understanding not only how to approach the reality of education in the future, but also how to understand many ideas that have been imported to pedagogical thought by existentialism. Undoubtedly, existentialism has contributed to the recognition of the role of human experiences and emotions in the formation of personality. This can also be seen as an important element in the formation of a society that is more capable of empathy, dialogue, reconciliation, and sensitivity. It is especially valuable of existentialism that it has directed pedagogical thinking towards planning (in relation with the be-project idea) and the carrying out of plans in the future. They call for the climate of empathy, agreement, dialogue, and collaboration with others. Existentialism has faced criticism, but has also won great popularity and recognition. At least some of these attitudes are illustrated in the paper. Generally, one can say that undoubtedly existentialism has had its role in stressing a living concrete anew in pedagogical thought. Among other things, it has contributed a lot to the issue of coming to terms between individualism and socialization, subjectivism and objectivism, solving these problems by way of compromise between the two kinds of opposition.

9

Funkcja wychowawcza matki i ojca według pedagogii personalistyczno-chrześcijańskiej

100%

Nowak M.

Roczniki Nauk Społecznych

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1998

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vol. 26

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issue 2

107-140

EN

The paper discusses the problem of that subject of formation which is educator, and still mote concrete the basic educator, who is mother and father. While regarding the formative role of parents, we turn to the so-called functional analysis. In it we want to point to the formative functions mother and father play (or should play) in relation to their child - pupil. We put this analysis within a broader context of the so-called formative situation as well as general formative functions and tasks emphasized from the point of view of personalistic-Christian pedagogia. Having made a phenomenological analysis of the fact to be a parent, that is to be a mother, to be a father, the paper tends to show the formative rights and duties of parents, their functions and the place of mother and father in the context of the basic groups of educators, occurring in the process of formation. The paper converges around the statement that family, and parents, are the first educators who emerge naturally, while other educators participate in this process. They respond to the formative needs or are the effect of planned actions (they come intentionally). Essentially, the paper clearly pinpoints that the basic groups of educators: family, educators supporting the so-called social institutions, may realize their tasks and roles in their proper way, in so far as they supplement the role and functions of parents. The paper points at the formative mission and tasks of the Church itself. Obviously, the formative tasks of father and mother are viewed differently in various contemporary conceptions of formation. The paper draws out the formative tasks of mother and father according to Christian personalism, particularly that close to the thought of the Catholic Church, a thought which is contained in the official pronouncements of the Church and may constitute the essential light for the contemporary reading out and activating the tasks of family and Christian parents who alone in their family create the so-called Home Church as the way of the Church.

10

Podawanie wiedzy czy wychowanie − zadaniem szkoły

100%

Nowak M.

Roczniki Nauk Społecznych

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1993

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vol. 21

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issue 2

79-92

EN

One of the essential problems pointed out by the pedagogic literature in Poland today is the question of approach to the two basic tasks, i.e. upbringing and instruction, as well as putting them into practice by the contemporary school. There were various conceptions of how to solve this problem. The history of the pedagogic thought knows three basic conceptions which refer to the connection in school work of these two functions of school: the function of instruction and of upbringing. The paper depicts all three conceptions: „upbringing lessons” (Herbart), „instructive lesson” and „school life”. In conclusion one seeks to meet the problem of the tasks of contemporary school in the context of the mentioned three proposals as to joining upbringing with instruction.

11

Metoda hermeneutyczna w pedagogice

100%

Nowak M.

Roczniki Nauk Społecznych

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1993

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vol. 21

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issue 2

49-58

EN

We notice that in the Polish methodology of pedagogic research the methods of empirical research have been given too much attention. On the other hand we notice a certain lack when it comes to the methods characteristic of the theoretico-philosophical approach (hermeneutics, dialectics, phenomenology). It is the paper’s aim to show the hermeneutic method, its essence consisting in coming to the sense, to the understanding of phenomena (facts) and to revealing the basic principles, i.e. criteria which allow us to reveal unfold the meaning of a phenomenon or a situation. In view of the differences as to the understanding of the concept „to comprehend” there have been set up different conceptions of hermeneutics, its various models, e.g. the model of hermeneutics according to Schleiermacher, Dilthey or Gadamer. Finally, the paper considers some positive aspects of the application of the hermeneutic method as well objections raised against that method.

12

Personalistyczna koncepcja szkoły i dydaktyki

100%

Nowak M.

Roczniki Nauk Społecznych

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1997

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vol. 25

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issue 2

5-24

EN

The paper deals with the question of the personalistic conception of didactics and school, a conception which is arousing ever more interest with both theoreticians and practitioners. Having defined briefly the very personalism, the paper goes on to present the main assumptions of the personalistic school and didactics, and the purpose of the present paper. The purpose being not so much showing some concrete solutions, but giving only criteria of didactic thinking and acting. According to the character of didactics in personalism, it is rather a criteriology in reference to the work and tasks of school. Now translating the above assumptions into the didactic and school problems, the paper outlines the conception of school and a didactic activity which is being pursued in it. We find here also essential aspects of a knowledge about this activity (it is didactics. The paper points at the basic aspects of the latter’s interests and tasks as regarded within a broader context of aims and tasks that the school has, ranging from the so-called perennial personalism (St. Augustine and St. Thomas Acquinas) to the personalism of our times (from E. Mounier). Stressing the fact that man is person, the personalistic conception of school and didactics is very close to and often mistaken with the popular conception of active teaching and the socalled new schools that have been popular since the beginning of the 19th century. E. Claparéde and C. Frainet are regarded as the main representatives of the new schools. Comparison and polemic with some contemporary proposals and standpoints adopted by the new schools and active teaching allow us to form an opinion about the specific character of the personalistic conception of didactics and school. It may also be helpful in shaping a sensitivity and mentality necessary for the practical work and theoretical reflection in education.

13

Z życia regionalnych Towarzystw Genealogicznych w Polsce

39%

Duszyca R., Wolanin D., Młochowski J., Gerasch P., Nowak M., Cywińska B.

Rocznik Lubelskiego Towarzystwa Genealogicznego

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2009

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vol. 1

183 - 199

PL

Moduł stanowi zbiór relacji sprawozdawczych z działalności towarzystw genealogicznych w Polsce

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Aksjologia współczesnej pedagogiki resocjalizacyjnej jako podstawa jej sukcesu

Father Jacek Woroniecki (1878–1949) – Master and Mentor of Catholic and Christian Pedagogical Thought

The problem of social engagement of a child within the family and by the family in the views of selected representatives of social pedagogy

O pedagogikę wrażliwą na osobę i na wspólnoty osób

Dyskusje nad pedagogiką jako nauką

Wychowalność człowieka podstawą sensu i znaczenia wychowania

Wychowanie do wartościowania w kontekście pluralizmu

Pedagogika egzystencjalizmu: jej założenia, cele i rola w rozwoju nauk pedagogicznych

Funkcja wychowawcza matki i ojca według pedagogii personalistyczno-chrześcijańskiej

Podawanie wiedzy czy wychowanie − zadaniem szkoły

Metoda hermeneutyczna w pedagogice

Personalistyczna koncepcja szkoły i dydaktyki

Z życia regionalnych Towarzystw Genealogicznych w Polsce