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EducationofTomorrow–Sinceeducationinfamilytosystemaspectsofeducation
helpsustodistinguishbetweenahuman’smaterialandimmaterialactions.Simul-
taneously,thistheorypresentstheholisticviewonahumanandemphasizesthe
necessityofputtinghiminthecoherentinterpretationoftheworld.Accordingto
P
.TeilharddeChardin“thetimehascometorealizethat[ś]theinterpretation
oftheUniverseinordertobesatisfactorymustembraceallthingfrominsideand
fromoutside,i.e.theSpiritandtheMatter.”14Healsoemphasizesthatthetrialof
thecoherentandcomprehensiveinterpretationofrealitywithahumanputinitis
possible,butitrequirescourageandabilitytoreachthenubofthematteraswellas
thejoyofaction–justlikeineducation.
Teprocessofupbringing,aspersonalismrepresentativessay,isfirstlyappointed
andsteeredbynatureanditisfulfilledasthenaturaldevelopment.However,the
specificsituationandplaceofahumanbeingintheworldshowsthatthisprocesscan
notonlybaseonthenaturaldevelopment.Inordertomeetthenecessityofsearching
forelementssupportingthisdevelopment,pedagogy–asascience–outlinesgeneral
directionsandpurposesofeducationandpointsoutimportanteducationalaims.
Ahumanbeingisanaturalentityaswellasaculturalentity,whichresultsintran-
scendingbeyondnatureandcultureandtheprocessofeducationhappensintension
thatoccursbetweennature,cultureandthementionedtranscendence.15
Alessidealisticvisionofahumanmaybefoundinstatementsoftheauthorof
personalism–E.Mounier–whonaturallybeganhisconsiderationswithabasicas-
sumptionthatahumanshouldbetreatedasaperson.Henoticesthetensionbe-
tweendimensionsofahuman’sfunctioningandsimilarlyhepointsatthenecessity
oftargetedandrequiringalotofeńortaction.AccordingtoE.Mounier:“aperson
iswhatmanifestsawholehuman.Itisthebalance[ś],thetensionthatappearsin
everyhuman[ś].Calling,personification,community–thesearethreedimensions
ofaperson.”16Itiskindofacallingofahumanbeingtoactionaimathisinnerunity.
So,thefirstandfundamentaltaskofahumanistodiscoverthe“cipher”thatallows
onetogobeyondoneself,morespecificallyitallowstouniteallelementsthatwork
inahumanwithkeepingpeculiarbalancebetweeninnerandouterelementsandbe-
tweenearliermentionedspacesof“existence.”Itmeansthatonemustfindhisplacein
acommunityandacceptthenecessityoffulfillmentofdutiesappointedbythecom-
munity.Testimulationof“aperson’seńortinself-definingandself-development”
performsanimportantrole.17Teroleofupbringingdisplaysitselfinthiseńort–“it
hasto–accordingtoE.Mounier–workoutthenewtypeofshapingofanewhu-
man,opentoeveryone,leavingeveryonethefreedomofchoiceofone’sattitude,but
preparingtocommonlifeofharmoniouspeople–whoarepreparedtothehuman
profession.”18Whateveritissupposetomeanthisso-called“humanprofession”may
ning,”see:PierreTeilharddeChardin–chrześcijańskiewolucjonista,[in:]Z.Kuderowicz(ed.),Filozofawspółczesna…,
op.cit.,p.365.
14P
.TeilharddeChardin,Zfenomenuludzkiego…,op.cit.,p.377.
15Comparewith:M.Nowak,Pedagogikapersonalistyczna…,op.cit.,p.242-243.
16E.Mounier,Osoba–Osobowość–Jednostka…,op.cit.,p.347-348.
17Ibidem,p.349.
18E.Mounier,Perspektywa–Metoda–Zobowiązanie…,op.cit.,p.353.
