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36
EducationofTomorrow–Sinceeducationinfamilytosystemaspectsofeducation
manthatmanifestsitselfintheproposedbyPierreTeilharddeChardincategory
of“thehumanphenomenon.”2The“phenomenon”issimultaneouslytheaxisof
evolutionandthecentreofcognition,butitrealizesnotinthesphereofindividu-
alitybutincollectiveconsciousness,whichshouldbetheevidenceofahuman’s
uniqueness.Individualconsciousnessesunitesinthecollectiveconsciousness,
thisiswhyupbringinghassouniversalcharacter,commontoallmankind.3
Althoughthepersonalisticthought,concentratedontheissueofupbringing,is
nothomogeneous,itpresentsinitsmultiplicityapropositionforthewayofthinking
aboutahumaningeneral.So,itisworthtorefertoitsbeginningandhistoricalde-
terminantsthatgavefundamentstosomething,whichduetosomecommonfeatures
andassumptions,isnowbeingcalledpersonalisticphilosophy.
Terootsofthepersonalisticphilosophygobacktothemedievaltimesbutit
reachedfulldevelopmentnotuntilthe20thcentury,whentheideologyoftotalitarian
enslavementofahumanbyfascism,communismandHitlerismwassatagainstits
humanfacethatisphysical-spiritual,moralandreligiousaspectofit.Tismovement
wasdevelopinginvariouswaysandtookmanydińerentfacesallovertheworld.In
manycountrieswemayeasilyfindauthorsofparticularstemsofthepersonalistic
philosophy.However,EmmanuelMounier(1905-1950)4isconsideredthemainau-
thorofpersonalismbecausehewasthefirstonetocomeupwith“theawakeningof
aperson”andtriedtoanswerontheessentialquestion:whatisahumanbeing?5But
hedidnotcreatethecompleteandfinishedsystemthatdefinesahumandefinitely.
Hecreatedsomeperspectiveinwhichherejectedpreviousmethodsofperceiving
ahumanbeinginthesurroundingworld.Mounierabandonedthedeductivemethod
andempirism,whichaccordingtohimwastoorigorous.Hewrote:“thedirectgoal
istogofurtherinhistoryandtocreatehistory,”6becauseinthisperspectivewewill
beabletodefinetheenvironmentofactivityandtoexaminepossibilitiesthrough
whichahumanbeingrevealshimself.Tismake“theunderstanding”present,what
hepointedlaterinthefollowingstatement:“theunderstandingoftherulesofbehav-
iorariseswhenitbecomesthepartofachainofevents,andtheruleofbehavioris
createdthroughthecontactbetweenahuman’sphilosophyandthedirectanalysisof
historicalcircumstances,whichultimatelydecideswhatispossibleandreal.”7
Onemaystatethatthegoalaswellastheideaofthisphilosophicalmovement
isinsomewayenclosedinthetermitself.Becausethetermpersonalismoriginates
2
PierreTeilharddeChardinelaborateshisreflectiononthe“humanphenomenon”inthestudyentitled:LePheno-
mènehumain,publishedinOuevres,Vol.1,Paris1955.Itthisworkheexplainsnotonlythewayofunderstandingof
the“phenomenon”asthecentreandentiretybutalsopointsatthenuboftheterm“see”asdescribingahuman’slife.
ComparisonwithPolishtranslation:Z.Włodkowa,Zfenomenuludzkiego(Tehumanphenomenon),[in:]Z.Kudero-
wicz(ed.),Filozofawspółczesna,Vol.1,Warszawa1983,p.370-377.
3
4
Warszawa2006,p.232.
5
Ibidem,p.370-372.
Comparewith:M.Nowak,Pedagogikapersonalistyczna,[in:]Z.Kwieciński,B.Śliwerski(ed.),Pedagogika,Vol.1,
Compareaboveallwith:E.Mounier,Oeuvres,Vol.1,Paris1961,p.176,529.Comparealsowithfragmentsof:Osoba
–Osobowość–Jednostka,[in:]Z.Kuderowicz(ed.),Filozofawspółczesna…,op.cit.,p.345-350.
6
7
Ibidem,p.352.
E.Mounier,Perspektywa–Metoda–Zobowiązanie,[in:]ibidem,p.351.
