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Socjalizacja i wychowanie. W poszukiwaniu genezy wychowania (perspektywa ewolucyjna)

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Muszyński H.

Kultura-Społeczeństwo-Edukacja

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2022

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vol. 22

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issue 2

7-54

EN

The author deals with the problem of differences in meaning between the concepts of socialization and education. In social sciences, and especially in educational sciences, there is no agreement as to the relationship between the scopes of these two fundamental concepts. The article attempts to overcome these semantic difficulties by adopting an evolutionary perspective in line with the assumption that education emerged as a specific type of socialization in human prehistory. The search of its essential properties (and thus differences), was guided by the cognitive directive of Aristotle, according to which “the best understanding of things is achieved by those who study them at their inception”. The article uses the method of data analysis established in numerous studies on social and cultural human development, starting from the earliest stages of life in primitive groups. Socialization appeared in these groups as a way of transmitting collective experience, and thus culture, necessary for their survival. The continuation of the analysis leads to investigating what factors made this culturation take a different form, namely that of education. As it turns out, this difference is difficult to discern in the intentionality of cultural influences. It appears only when the group becomes aware of the need to adapt adolescents to fulfill various social roles. This already requires going beyond socialization, which is always a spontaneous process including widespread participation of group members in the transmission of an experience that is also common. In order to provide selected group members with selected elements of the experience linked to their social role, the group must appoint competent members for the transfer of the experience selected to perform specific social roles. These activities constitute one more role distinguished in the group – the role of the educator. And the activities that make up their performance are education.

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Metodologiczne podstawy twórczości Jana Amosa Komeńskiego

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Muszyński H.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2014

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vol. 1

93-118

PL

Jan Amos Komeński w dziejach kultury, a zwłaszcza nauki i oświaty Europy zapisał się złotymi zgłoskami jako twórca naukowej pedagogiki i genialny reformator szkoły, a zarazem wizjoner systemu oświaty powszechnej. Jego dzieła, a przede wszystkim „Wielka dy-daktyka”, uchodzą do dziś za wzór budowania i systematyzowania teoretycznej wiedzy o edukacji. Zdobył też Komeński uznanie i podziw mu współczesnych swymi podręcznikami szkolnymi, w których po raz pierwszy konsekwentnie rozwinął zasadę poglą-dowości, tym samym odrzucając i dyskredytując panujący do jego czasów scholastycyzm w nauczaniu.

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KOMEŃSKIEGO KONCEPCJA SZKOŁY

100%

Muszyński H.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2015

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vol. 2

101-128

PL

John Amos Comenius has been known to the world mostly through developing his modern principles of education. However, analyzing his works le-ads one to conclude, that this great pedagogue went as far as to conceptualize school not just as a place of education, but as a social institution. He was the first scholar – a humanist – who, in both his academic writing and work experience, developed the idea of adapting school to students’ needs, rather than the other way around. In so doing, Comenius distanced himself from the medieval school model, prevalent at his time, also known as ‘authoritarian indoctrination’ and proposed his own approach, best described as a ‘responsive socio-cultural induction’. Its key elements, and their departure from the dominant features in school education until then, are reflected in these three juxtapositions: mindless verbalism is replaced with experiential life learning, disempowering passivity gives way to student’s active-ness in multiple areas, and instead of a coercive school, this model promotes a school which is friendly and attractive to students.

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2 Siedleckie Zeszyty Komeniologiczne seria Pedagogika

1 Kultura-Społeczeństwo-Edukacja

3 Muszyński H.

1 2022

1 2015

1 2014

Socjalizacja i wychowanie. W poszukiwaniu genezy wychowania (perspektywa ewolucyjna)

Metodologiczne podstawy twórczości Jana Amosa Komeńskiego

KOMEŃSKIEGO KONCEPCJA SZKOŁY