Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
lechsałaciŃski
Poland
schoolasabattlefieldoraplace
ofpeacefulcooperation
openconfrontationordevelopmentalconflict
Attention.Weshalleitherreachconsensusnowor
weshallbreakupforever.Everythoughtwhich
desirestoslipoutandhide,everywanderingfeel-
ingshouldbecalledtoorderandputinanorder-
lylinebymeansoftheeffortofwill.
JanuszKorczakl
Ifwelookattheschoolasasocietyofpeopleofdifferentinterests,expec-
tations,needsandabilitieswhomeetataparticularplaceandinaparticular
timeinordertoaccomplishajointlydevelopedprogrammeofdevelopment,
itcouldbeassumedthatthequalityofinterpersonalrelationshipsbetween
thebasicsubjectsformingtheschoolconstitutesthebasisoftheirsuccess.
Unfortunatelyquitefrequentlywhenwethinkoftheformulaoftheteacher
–studentrelationshipwecanseetheasymmetricalpictureofthisrelation.
Therelationisbasedontheprinciplesofdominationandsubmissiveness,
superiorityandsubordinationthatcanbetranslatedaspowerandweakness.
Inthecaseofsuchrelationoneofthepartiesoftheinterpersonalrelation-
shipattemptstoaccomplishinaviolentwaytheirownpersonalprogramme
regardlessofthewill,needsandexpectationsoftheotherparty.Whathap-
pensthenis,tousetheaccuratemetaphorsuggestedbyWitoldKomar²,is
anoutbreakofaneducational‘war,andopenconfrontationofforces.
AccordingtoW.Komartheareaofwarineducationisinvariablylocat-
edoncontinuumbetweenautocracyandliberalism³.Thusontheonehand
lJ.Korczak,Jakkochaćdziecko,ed.IV,JacekSantorski&Co,Warszawa2002,p.39.
²W.Komar,Wojnawedukacji:stosunkinauczyciel–uczeń[in:]Nauczyciel–uczeń.
Międzyprzemocąadialogiem.Obszarynapięćitypyinterakcji,ed.M.Dudzikowa,Impuls,
Kraków1996,pp.139–155.
³Ibidem,pp.139–140.
