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ZbigniewKwieciński
organizationofthebasiceducationalsubjects,i.e.parents,pupils,teachers
andtutors;social,politicalandvocationalinstitutions;localself-government
andauthoritiesatvariouslevels;themasscommunicationmediaandthe
disseminationofcultureandscientificresearch.
FromAugust’80thereexistedcertainrudimentsofareformmovement
inEducationandjointeducationalinitiativesinscience,amongteachers,
pupils,intradeunions,politicalorganizationsandineducationaladmini-
stration.
Allneweducationalinstitutionsconcentrateduponfourpressingtasks:
togeteducationoutofitsmaterialpoverty,toorderitslegalfunctioning,to
reachahigherdegreeofsubjectivity,andtoreversethemendaciouscharac-
terofthehumanitiesinschool.
Theanalysisofprogramdocuments,discussionsandstatementsbythe
initiatorsofnewinstitutionsandorganizations,aswellasthatofreportsand
educationalrenewalpublications,enablesustomakeanintroductorycross-
sectionalreconstructionoftheaims,objectsandproblemsreflectedbythe
movement.Thepresentationoftheresultsofsuchananalysisdeservesa
separatepublication.Herewecanonlyindicateitsmajorlines.Fromthe
educationalinitiativesafterAugust’80therenewlyappear:
1)avisionofasociety-withpeople’spower,withactiveparticipationin
socialtransformations,moreegalitarian,law-abiding,justandmoreinte-
grated;
2)aconceptionofman-withreferencetopedagogicanthropology,hu-
manistpsychology,humanrightsandpersonalism;
3)aneducationalparadigm-developmentthroughparticipationinim-
portantsocialchanges;
4)avision(conception)ofaneducativesociety,containing:asystemof
formaleducation(withproblemsofuniformityanddiversification,estab-
lishinggoals,developmentofpoliticalconsciousnessandindoctrination...);-
educationalreform(e.g.ReportonEducationbyDiP,theseminargroup
flExperienceandFuture”);-schoolasaneducatingmilieu(i.e.aself-
governingschool,anewpartnershipsettingbetweenteachersandpupils,
newrelationsbetweenschoolanditsenvironment...).
Somepre-andpost-Augusteducationalinitiativesindicateaslowawak-
eningofthedispersededucationalmovementandemphasizethetaking
shapeoftherudimentsofEducationasasocialmovement.
However,thinkingandactingofeducationalsubjectsarestillunder
dominationofthesubordinationattitude.Similarly,withinthesphereof
educationalinvestigationsthereisonlyamarginalplaceforahuskoftheory
andresearchwhichwoulddevelophopesforfindingarationalbackground
