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8
Introduction
ofpedagogicaldiscourses,ofenmutuallyexclusiveandirreduciblycon-
flicted,theonecrucialthingforallofthemofenremainsundulysilenced
orpushedoutofsightbymanypedagogicalthinkers,namelythatallhave
beenfoundedoncertainconceptualizationsofhumanbeings.Inthispe-
culiartowerofBabel,asStefanKunowski(1997)onceaptlydescribedthe
20thcenturypedagogy,itisofenbeingforgotenthateachandeverytheory
ofeducationisbuiltaroundaspecificconceptofhumans,alongwithits
correspondingethicsthatdeterminesbehavioralstandards.Participation
inthediscourseonwhataperson,asahuman,shouldbeliketherefore
demandsthatatheoryofeducationbereflectiveoftheachievementsof
avarietyofsciences,particularlythehumanities,includingthehistoryof
education.onecanpositivelydeclarethatwithoutthisperspectivesuch
adiscourseisnotpossible.Itisbyreflectingfromthispeculiarspacebetween
pastandpresentthat,toparaphraseHelmutKajzar’s(2007,p.76)wordson
theatre,onemanagestoachievetheseeminglyunachievable—toreclaim
thepast,present,andfuturebyefacingthetemporalboundariesthatsur-
roundagiventopic.Theknowledgeofthehumanbeing,andthustheone
onthemeandersofeducation,isbeingproducedinefectofhumanrela-
tionships.Theserelationshipscanbeenrichedbytakingupadialoguewith
thepastpedagogues,butalsowiththerepresentativesofothersciences
orevenwritersandartists,amongothers.Aresearcher—apedagogue,
ahistorianofeducation—obtainsHaproductofadoublymediatedwayof
experiencingtheworld:throughthecultureoforiginalsourcesandthecul-
tureofthehistoricalmilieu[onecouldadd,alsothroughthecultureofthe
pedagogicalmilieu,A.Stopińska-Pająk]—andcontinuestotransmititby
promotingagivenworldviewinthesocialreceptionofreaders.Accordingly,
oneafects[ł]theveryprocessofsocialconstructionofreality”(Pomorski
1998,p.375).
ThevolumeBetweenHistoryandtheTheoryofEducationpresentsthe
analysesofthemethodologicalaspectsoftheissuesdiscussed.Thecon-
tributorspositionpedagogyandthehistoryofeducationamongcultural
studies,simultaneouslypresentingthehistoryofeducationwhich,as
KrzysztofMaliszewskiphrasedit,canH[ł]metamorphozeintoatruly
pedagogicaldiscipline,capableofgeneratingenergyfordevelopment,open-
ingaperspectiveofabeter(ethics),morebeautiful,profound(aesthetics)
existence.”
Thesecondpartincludestextspresentingvariousmodesofconceptu-
alizing,representing,andnarratingthepedagogicalissueswithrespect
tohistoricalanalyses,whichtestifiestothemultiplicityandparticularity
ofthewaysinwhichthepastrealitiesareexperiencedbytheresearchers
themselves.Finally,thethirdpartinwhichtheauthorsseektofindanswers
tothequestionsthathavelongbeentroublingcontemporarypedagogues
