Between History and the Theory of Education

Agnieszka Stopińska-Pająk

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ISBN/ISSN:

978-83-8012-588-9

DOI:

Wydawnictwo:

Uniwersytet Śląski

Rok wydania:

2015

Liczba stron:

166

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

. Between History and the Theory of Education. Red. Stopińska-Pająk, Agnieszka . Katowice: Uniwersytet Śląski, 2015, 166 s. ISBN 978-83-8012-588-9

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A2 Stopińska-Pająk, A.

T1 Between History and the Theory of Education

PB Uniwersytet Śląski

PP Katowice

YR 2015

SN 978-83-8012-588-9

Bibliografia BibTex:

@Book{ 147978, author = "", editor = "Stopińska-Pająk, Agnieszka", title = "Between History and the Theory of Education", publisher = "Uniwersytet Śląski", year = "2015", address = "Katowice", isbn = "978-83-8012-588-9" }

Bibliografia endNote:

TY - BOOK

AU -

ED - Stopińska-Pająk, Agnieszka

TI - Between History and the Theory of Education

PB - Uniwersytet Śląski

CY - Katowice

PY - 2015

SN - 978-83-8012-588-9

ER -

Netografia (standard APA):

. Red. Stopińska-Pająk, Agnieszka. Between History and the Theory of Education [baza danych online] Katowice: Uniwersytet Śląski, 2015 [dostęp: 03 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/between-history-and-the-theory-of-education-agnieszka-stopinska-pajak-147978.

pedagogika, historia wychowania, metodologia, teoria wychowania

Publikacja Between History and the Theory of Education. Methodology, Traditions, Quest jest zbiorem tekstów pracowników Zakładu Podstaw Pedagogiki i Historii Wychowania Uniwersytetu Śląskiego w Katowicach, podejmuje rozważania nad potrzebą ...

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ISBN/ISSN:

978-83-8012-588-9

DOI:

Wydawnictwo:

Uniwersytet Śląski

Rok wydania:

2015

Liczba stron:

166

XML:ISBN/ISSN:

ONIX MARC21

ContentsIntroduction (Agnieszka Stopińska-Pająk) /7
A pedagogical history of education: Ethical and aesthetic aspects of historiography in the context of education /11
The economy of the history of education: In search of a good presence of history in pedagogical thought /33
Agnieszka Stopińska-PająkThe theoretical and methodological aspects of the formative stages of Polish andragogical thought /45
Grażyna KempaThe qualifications of teachers in Polish primary education in the Silesian Voivodeship (1922—1939) against the background of methodological research questions /67
Monika SulikAround the table: In search of a historio-pedagogical dimension of tastes from childhood /81
Agnieszka Majewska-KafarowskaAuto/biographic narration in the process of identity construction: Pedagogical contexts /99
Irena PrzybylskaBetween rationality and emancipation: (De)constructing competency-based education /111
Sabina Koczoń-ZurekThe barriers in the search for teacher authority /131
List of works cited /153

Apedagogicalhistoryofeducation:Ethicalandaestheticaspectsł

outstandingFrenchhistorian,MarcBloch:HButeverybranchofknowledge

possessesitsown,uniqueaestheticsoflanguage.Humanmatersare,by

nature,verydelicatephenomena,whosemajoritycannotberenderedby

mathematicalformulae.Toexpressthemproperly,and,asaresult,penetrate

deep[ł],agreatﬁnesseoflanguageisrequired,withthepropershadeof

toneandwords”(Bloch,1960,p.51).

Theantipositivistturnbetweenthe19thand20thcentury(Dilthey,

Windleband,Rickert,Weber,Simmel,andothers)hasshownthatthesci-

entiﬁcparadigmturnsoutatentionawayfromthespeciﬁcityofhuman

reality—thespirituallife(Geist).Thelaterlinguisticturnandethical

turnhavedeepenedtheawarenessofthemulti-dimensionalityofculture,

whichyieldstothemethodicalscientiﬁcreductiononlyatthepriceofthe

lossofunderstanding.ItwasHans-GeorgGadamerinTruthandMethod,

oneofthemostfamousphilosophicalbooksofthe20thcentury,who

explainedthattruthinitsrichnessandfullnesscannotbeframedbythe

schemataofmodernscience.Philosophyandartconstituteawarningfor

thescientiﬁcconsciousnesstoacknowledgeitslimits.Themagnitudeofthe

greattexts—Plato,Aristotle,Leibniz,Kant,Hegel,etc.—andthetruthof

aworkofartcannotbefullyrecognizedorexhaustedbyscientiﬁcanalysis.

Theacademiccharacterofthehumanitiesresidesratherintheconceptof

educatingasanideaofpreservingheritage(alsointhecategoriesoffeeling,

authority,commonsense,taste)ratherthaninmethodology(Gadamer,2004,

pp.19—79).Historypracticedinthespiritofsciencehasprovedtobean

overlyHbulky,”clumsytoolfordecipheringthemulti-layeredhumanfates

andtheintertwined,impenetrabletiesofthepastandthepresent.Itserved

morethepurposeofsecuringtheneedforcertainty(ofindividualfacts)and

thuspoliticalcontrol,ratherthananacademicresponseforDasein’swayof

beingasunderstanding.

HaydenWhitewasoneoftheacademicswhofundamentallycontributed

tothedestructionoftheauthorityoftheHscientiﬁc”approachtohistory.

EwaDomańskawritesofhim:H[ł]aresearcherwhounderminedhistory’s

pretencestothestatusofascientiﬁcdisciplineandIruined’theprestigeof

historicalsources[ł]”(Domańska,ascitedinWhite,1974,p.7);andofhis

bookMetahistory:HItwasanexpressionofrebellionagainstthepositivist

viewonhistory,anditspurposewastodestroythemythofscientiﬁchis-

tory”(Domańska,ascitedinWhite,1974,p.12).AccordingtotheAmerican

thinker,historyisanartofinterpretation,notanexplanatoryscience.Inhis

conception,insteadofmodelswehavetropes,insteadofexplanation—inter-

pretation,insteadoflogicalrules—arhetoricalplay.Whenahistorianconducts

acritiqueofsources,heorshedoesnotconfrontthedatafoundthereinwith

reality(towhichheorshehasnoaccess)butwithhisknowledgeandother

sources—onecannotcomparetherepresentationwiththeoriginal,butonly

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