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Introduction
15
pointofviewofmetaphoricalanddeterministicchaostheory,theinitial
factorsidentifiedandcausativeelementslist–arebothextensive,butthe
unknownisprobablyevenbigger,asistheneedfordiscussionsandinitia-
tivesintheformofpracticalmeasures.8
Ontheotherhand,leaningovergeneralandsubject-specificdidactics,
alsointegratedinformsofassistancetoachildwithdisabilitiesandtheir
family,oneshouldrecognizethecognitive-ideologicaldeclarationsandthe
realfacts,includingonesrelatingtotheareaofchildcare(upto3years),
preschoolandschoolchildrenaswellasyouth,pedagogizationofparents,
aswellasclericalizationofpubliclifeinschools.Allthismustarousecon-
cern,therefore,inthefinalpartofthiscollectivemonographwefindan
importantdialogueoneducationandadescriptionoftheeducationalsitu-
ationinSweden,wheretheprincipleofegalitariandemocracysomehow
complementsthecontextofreflectionon“EducationofTomorrow”and
theorganizationofschooleducationassuch.9
Readersareencouragedforadeeperreflectiononthemultifaceted
threadscontainedintheuniquearticles,aswellastheChineseproverb
whichsaysthatitiseasiertobuildaschoolasaninstitution,thantohave
goodteachersandtocontinuetoimproveit.
KazimierzWenta
8
K.Wenta,Teoriachaosuwdyskusjinadpedagogiką,Radom2011,p.107-222.
9
SeethetextofM.Pogorzelskainthismonograph.
