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KrzysztofMaliszewski
life.Thecontemporaryhumanitiesintheirmatureformdonotexistas
enclosed,expertfields.
Today,historyisanexistentialdiscipline,withambitionstousetheper-
spectiveofthepastinareflectionofthehumancondition.AsEwaDomańska
writes,itisadynamicengageddiscipline,whichcombinesanalytical,syn-
thesizing,methodological,historiographicreflections,torecognizethebeing
ofhumankind.Itisnotaboutasimpletransferofanexistentialphilosophy’s
conceptintohistory,butaboutaresearchperspectivethatinitsinquiryinto
historyandhistoriographywouldseekthemeandersofhumancondition,
wouldbeanexerciseinsituationalthinking(White),andwouldallowto
shapeamoralimpulse(Bauman).Atstakehereisendowinghistorywiththe
qualityofseekingwisdom(Domańska,2012,pp.11—12).
Similarly,pedagogy—despitemanyofitscommonassociations—has
longagoceasedtobeasetofteachingandchild-rearinginstructions;itis
nowanadvanceddisciplinethatintegratestheknowledgeofthedevelop-
mentoftheidentityofahumanbeing.Pedagogyistodayoneofthemain
disciplinesconcernedwithculture.AlreadybeforetheSecondWorldWar,
ZygmuntMysłakowskistressedthefactthatthebestsourceofeducation
forahumanbeingisculture.Thethoughtsandfeelingsareshapedby:
language,economy,law,custom,art,fashion,politics,religion,nationality,
etc.(Mysłakowski,1933).BogusławŚliwerski,ontheotherhand,character-
izesmodernpedagogyinthefollowingway:HTheexceptionalnatureof
thisdisciplineofknowledge,and,atthesametime,astudysubject,stems
fromthefactthatpedagogyasanacademicfieldhasundergoneaprofound
transformationonourcontinent,presentingthemostinterestingachieve-
mentsofmodernhumanities.Itcombinesthehighlyappreciatedinthe
societydisciplinesofphilosophy,psychology,andsociologyofchild-rearing
withbiomedical,anthropological,andpoliticalknowledge,includingeven
thetechnicalknowledgeofthehumanbeinganditsconditionsoflivingand
development.Integratingtheknowledgefromotherdiscipline[ł]responds
atthesametimetotheneedsofyoungpeopletofindtheanswerstothe
mostbasicquestionsaboutthemeaningoflife,thepossibilitiesofdevelop-
ment,thefunctioningandthesupportofahumanbeinginthisextremely
complicatedworld”(Śliwerski,2006,p.VII).Evenifforthetendenciesthat
dominatethediscipline,thisisstillmoreofaprogramthanreality,itdoes
notchangethefactthatmoreandmorefrequently,initsmostvaluablevari-
ants,thepedagogicaldiscoursederivesfromthevasthumanistinspirations
—pedagogyemergesfromculture(Witkowski,2007;Jaworska-Witkowska,2009).
Disciplinaryindependenceisnolongeraboutamaximallynon-ambitious
definingofaseparatesubjectofstudyandpolishingone’sHown”research
methodology.Adiscipline—atleastinthehumanities—isaliveandde-
veloping,aslongasitiscapableofcreatingsynapseswithotherdisciplines,
