Theory of the human being and society in pedagogy

obligatory courses

Classroom

The issue of macro- and microvariables of the process of pedagogical impact. The specific character of functioning of social macrosystems and microsystems – chances and risks. The issue of politicizing and contexts of educational policy based on specific world views. Conservative and liberal visions of the human being and society – educational implications for defining the goals and strategies of pedagogical impact. Pedagogical impact vs. social environment. The totality of educational institutions and projects of system-based deconstruction of the social organization of education. Pedagogical utopias – visions of a new human being and ideal society. Contemporary discourses of emancipation and their importance for education in terms of social practice. Problems of society in the electronic era and problems of information society. The human being and forms of social life in post-modernism.

The issue of defining more precisely the social function and objective of education. Cultural aspects, aspects related to a specific world view and pragmatic aspects. The issue of macro- and microvariables of the process of pedagogical impact. The specific character of functioning of social macrosystems and microsystems – chances and risks. The issue of politicizing and contexts of educational policy based on specific world views. Conservative and liberal visions of the human being and society – educational implications for defining the goals and strategies of pedagogical impact. Pedagogical impact vs. social environment. Social environment vs. educational environment – social functions of education and educational agency for forms of social life. Social changes and culture of coexistence. Pedagogical principles of the culture of coexistence vs. popular notions regarding interpersonal (cross-generation) relations and social order. The idea of the totality of education and state education. The system of educational impact as an element of social succession and social adaptation. The totality of educational institutions and projects of system-based deconstruction of the social organization of education. Pedagogical utopias – visions of a new human being and ideal society. Postulates of system-based reconstruction of society as a condition for fulfilling the pedagogical ideal of a new human being. Antipedagogical critique of pedagogical intentions, a postulate of depedagogization of education and revision of traditional concepts of social practice of education. The idea of descholarization and project of new forms of access to education. Social and cultural forms of discrimination – equal rights and emancipation. Contemporary discourses of emancipation and their importance for education in terms of social practice. The issue of efficiency and measurability of social strategies of education. Search for new forms and methods of pedagogical impact as social practice. Problems of society in the electronic era and problems of information society. Strategies of evolution of societies of “Gutenberg’s era” and “Marconi’s era” – the logics of adaptation and development in individual and social life. The human being and forms of social life in post-modernism. Crisis of execution of the logics of the great Narrations and forms of social and cultural colonialism.

„Colloquia Commnia”. Filozofia pedagogice. Pedagogika filozofii 2003 2 (75). Numer specjalny.

Alternatywy myślenia o/dla edukacji, red. Z. Kwieciński, Warszawa 2000.

Bauman Z., Ciało i przemoc w obliczu ponowoczesności, Toruń 1995.

Bauman Z., Etyka ponowoczesna, Warszawa 1996.

Człowiek. Wychowanie. Kultura, red. F. Adamski, Kraków 1993.

Filozoficzne i ideologiczne podstawy edukacji, red. G. L. Gutek, Gdańsk 2003.

Hessen S., O sprzecznościach i jedności wychowania, Warszawa 1997.

Jaeger W., Paideia, tłum. M. Plezia i H. Bednarek, Warszawa 2001.

Kaczyńska W., Przedzałożeniowość myślenia i postępowania pedagogicznego, Warszawa 1992.

Krüger H.-H., Wprowadzenie w teorie i metody badawcze nauk o wychowaniu, tłum. D. Sztobryn, GWP, Gdańsk 2005.

Odmiany myślenia o edukacji, red. J. Rutkowiak, Kraków 1995.

Pedagogika, t. 1,2, red. Z. Kwieciński, B. Śliwerski, Warszawa 2003.

Przełom w Psychologii, wybór K. Jankowski, Warszawa 1978.

Witkowski L., Edukacja wobec sporów o (po)nowoczesność, Warszawa 2007.

Wołoszyn S., Nauki o wychowaniu w Polsce XX wieku. Próba syntetycznego zarysu na tle powszechnym, Kielce1998.

Wprowadzenie do pedagogiki. Wybór tekstów, red. T. Jaworska, R. Leppert, Kraków 2001.

Zubelewicz J., Filozofia wychowania. Aksjocentryzm i paidocentryzm, Warszawa 2002.

Źródła do dziejów wychowania i myśli pedagogicznej, tom II, red. S. Wołoszyn księga druga, Kielce 1997.

Źródła do dziejów wychowania i myśli pedagogicznej, tom III, księga 1,2, red. S. Wołoszyn księga druga, Kielce 1998.

The student:

1.compares mechanisms and processes of social microsystems and macrosystems.

2.explains the role of political contexts and contexts based on specific world views in creating educational policy.

3.compares conservative and liberal visions of the human nature and organization of social life.

4.evaluates pedagogical utopias and ideas resulting from the assumptions as to the human nature and forms of social life.

Written examination and active participation in classes.