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onbenefitsofpracticalactions…
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Togiveanotherexample,ourFrenchcolleaguesinBrettanyfaceacom-
pletelydifferentproblem.Heremediationasaneducationaltooloccurstobe
usefulinsolvingconflictsarisingbetweenFrenchteenagersandyoungim-
migrantsi.e.,youngpeoplefromothercountrieswhoseinfluxisincreasing.
Typicalconflictsarisehereandtheirresolutionisexpectedtobeaidedby
pedagoguesemployedinthecomplexout-of-schoolstructureofeducational
institutions.Thisbroadlydiscussedsocio-educationalproblemdescribedby
theFrenchassocalled‘Bretonparadox,wasofparticularinteresttoproject
participantsespeciallyinthecontextofthePolishexperiencerelatedtothe
evaluationofthequalityofeducationinPolishschools.
The‘Bretonparadox,consistsintheexistenceofasignificantrelation-
shipbetweentheincreasingteachingresultsandhighachievementsofBreton
studentsontheonehandandtheincreaseinthenumberofsuicideamong
childrenandteenagersontheother.Thisrelationshiptypicalforthecoun-
triesofdifferentthanEuropeanculturelandmentalityturnsoutnottobe
completelyalientoEuropeans.Thecausesoftheproblemseemtoberooted
insocialpressure,excessivecompetitionoralmostobsessivepursuitofsuc-
cessinprofessionallife.Suchsocialattitudesareobviouslycombinedwith
students,orientationsaswellastheirparents,expectationsasfarstudents,
schoolperformanceisconcerned.Theconvictionthatonlythebestcanat-
tendgoodschools,studyatthebestuniversitiesorfindlateronsatisfying
jobsandthatonlycompetitionandrivalryleadtosuccessseemstoprevail
here.Ifinsuchsituationeducationisdominatedbystrategiespromotingsuc-
cessbyallmeans²theresultsmaybeoppositetowhatisexpected.
Anotherreasonforwhichtheproblemofsuicideamongschoolstudents
hasbecomecrucialforBretonsisthefactthatnotinfrequentlyeducation-
alatmosphereinschools,thehierarchyofvaluesfavouredorevenconcrete
actionsofteacherswholackbasiceducationalskillsseemtoamplifytheat-
mosphereofrivalryamongstudents.TheFrenchexampleshowsthatcom-
petitionineducationandrivalryatschoolmayoftenleadtothesituation
lMorein:J.A.Salecki,Wielkiwyścig,„RodzinaiSzkoła”1987,No.3;W.Rabczuk,
EdukacyjneproblemywJaponii,„EdukacjaiDialog”1993,No.3;P
.McO,Piekłodzieci,
„Forum”1991,No.7;A.Wołosik,Jakniezwariowaćwjapońskiejszkole,„Społeczeństwo
Otwarte”1993,No.5andother.
²Accordingtothisapproachthechild,sconvictionofitsunlimitedpersonalitypo-
tentialandcausativeabilitiesisstrengthenedandthechild,sactionaredrivenbysuccess.
Failureisthenassociatedbystudentswiththeirownpersonaldisaterandtheendoftheir
developmentintowhichtheyhadputsomucheffort.
