Darmowy fragment publikacji:
The volume opens with a preface in which the Editor synthesizes the key points necessary
for the readers to understand the work and its layout. For the aforesaid understanding,
the assertion that modern-day pedagogy, “with regard to the sensitivity of this discipline,
exceeds the limitations arising from its distinctness and undertakes to carry out an
interdisciplinary analysis of educational phenomena athwart traditional divisions of
academic disciplines” is essential. This assertion along with Immanuel Kant’s reflection
that “history without theory is blind, whereas theory without history is empty” lead us
to the contention expressed by Marc Depaepe that separating pedagogy from history
of education, and vice versa, is a tendency both harmful and nonsensical, especially
with the contemporary multidisciplinary trends in scientific research. Thus, as the Editor
states herself, “participation in the discourse on what man is supposed to be like requires
the theory of education to reflect the oeuvre of various sciences, especially Humanities,
including the history of education.” This statement, in turn, notably corresponds to
Wilhelm Dilthey’s thesis that man and humanity can be understood better through
history and culture than through biopsychological experiments.
The aforequoted theses and contentions best reflect the Authors’ intentions as well
as the contents of publications comprised in the volume being reviewed. Moreover, the
work literally cautions against a sad, antiscientific trend towards transforming pedagogy
into an applied study, which causes it to lose its identity and historicity. The discipline
becomes deliberately, and fatally to itself, ahistorical. […] The contents of the volume
introduce, therefore, new thoughts and proposals of solutions as part of the ongoing
discourse on the scientific status of pedagogy and its categories examining them from
the humanistic, cultural, and historical perspectives.
From the review by Professor Krzysztof Jakubiak
More about this book
PRICE 20 ZŁ
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ISSN 0208-6336
ISBN 978-83-8012-558-9
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Between History
and the Theory
of Education
Methodology,
Traditions,
Quest
WYDAWNICTWO
UNIWERSYTETU ŚLĄSKIEGO
KATOWICE 2015
Between History
and the Theory of Education
Methodology, Traditions, Quest
NR 3338
Between History
and the Theory of Education
Methodology, Traditions, Quest
Edited by
Agnieszka Stopińska-Pająk
Wydawnictwo Uniwersytetu Śląskiego • Katowice 2015
Editor of the series: Pedagogy
Ewa Wysocka
Referee
Krzysztof Jakubiak
Contents
Introduction (Agnieszka Stopińska ‑Pająk)
Krzysztof Maliszewski
A pedagogical history of education: Ethical and aesthetic aspects of histo-
riography in the context of education
Łukasz Michalski
The economy of the history of education: In search of a good presence of
history in pedagogical thought
Agnieszka Stopińska -Pająk
The theoretical and methodological aspects of the formative stages of
Polish andragogical thought
Grażyna Kempa
The qualifications of teachers in Polish primary education in the Silesian
Voivodeship (1922—1939) against the background of methodological re-
search questions
Monika Sulik
Around the table: In search of a historio -pedagogical dimension of tastes
from childhood
Agnieszka Majewska -Kafarowska
Auto/biographic narration in the process of identity construction: Peda-
gogical contexts
Irena Przybylska
Between rationality and emancipation: (De)constructing competency-
based education
Sabina Koczoń -Zurek
The barriers in the search for teacher authority
List of works cited
7
11
33
45
67
81
99
111
131
153
Introduction
The book that we hereby present to the reader comprises papers written
by the employees of the Department of Foundations of Education and
History of Education, University of Silesia in Katowice, Poland. The texts
address the current issues of the importance of drawing from the historical
heritage in pedagogical discourse. The contemporary, widespread tendency
to omit or disregard the history of the discipline is a disconcerting phenom-
enon threatening to leave us with a narrow perspective of mere applicability
and practicality, within which pedagogy is perceived chiefly as a social
science.
Pedagogy doubtless is a social science. Having defined it as such one
might even consider drawing from its past heritage as hardly useful, bearing
in mind that various educational institutions and pedagogical theories have
been strongly rooted in the time -and -place circumstances of their creation.
Despite that, also within this optics a knowledge of the past might prove
inspirational as to the reflection on the advantages and disadvantages of the
existing educational systems.
And yet pedagogy still undoubtedly is also one of the liberal arts.
From this humanistic perspective in turn it is almost mandatory to relate
to the past as it is only from a distance that one can undertake a risk -free
analysis of human educational experiences or values cherished both in
education and in the everyday life of past epochs. This very distance
enables one the insight into the current issues at stake in pedagogy and
education, and helps one address them and seek answers. The works of late
pedagogues and philosophers often turn out to be more applicable when
employed from a historical distance than they were in the days they were
first created.
Last but not least, pedagogy has also become an interdisciplinary science
which, without losing its specificity, transgresses its past generic limitations
to undertake the analyses of educational phenomena across traditionally
separate academic scientific disciplines. Despite the existence of a plethora
8
Introduction
of pedagogical discourses, often mutually exclusive and irreducibly con-
flicted, the one crucial thing for all of them often remains unduly silenced
or pushed out of sight by many pedagogical thinkers, namely that all have
been founded on certain conceptualizations of human beings. In this pe-
culiar tower of Babel, as Stefan Kunowski (1997) once aptly described the
20th century pedagogy, it is often being forgotten that each and every theory
of education is built around a specific concept of humans, along with its
corresponding ethics that determines behavioral standards. Participation
in the discourse on what a person, as a human, should be like therefore
demands that a theory of education be reflective of the achievements of
a variety of sciences, particularly the humanities, including the history of
education. One can positively declare that without this perspective such
a discourse is not possible. It is by reflecting from this peculiar space between
past and present that, to paraphrase Helmut Kajzar’s (2007, p. 76) words on
theatre, one manages to achieve the seemingly unachievable — to reclaim
the past, present, and future by effacing the temporal boundaries that sur-
round a given topic. The knowledge of the human being, and thus the one
on the meanders of education, is being produced in effect of human rela-
tionships. These relationships can be enriched by taking up a dialogue with
the past pedagogues, but also with the representatives of other sciences
or even writers and artists, among others. A researcher — a pedagogue,
a historian of education — obtains “a product of a doubly mediated way of
experiencing the world: through the culture of original sources and the cul-
ture of the historical milieu [one could add, also through the culture of the
pedagogical milieu, A. Stopińska -Pająk] — and continues to transmit it by
promoting a given worldview in the social reception of readers. Accordingly,
one affects […] the very process of social construction of reality” (Pomorski
1998, p. 375).
The volume Between History and the Theory of Education presents the
analyses of the methodological aspects of the issues discussed. The con-
tributors position pedagogy and the history of education among cultural
studies, simultaneously presenting the history of education which, as
Krzysztof Maliszewski phrased it, can “[…] metamorphoze into a truly
pedagogical discipline, capable of generating energy for development, open-
ing a perspective of a better (ethics), more beautiful, profound (aesthetics)
existence.”
The second part includes texts presenting various modes of conceptu-
alizing, representing, and narrating the pedagogical issues with respect
to historical analyses, which testifies to the multiplicity and particularity
of the ways in which the past realities are experienced by the researchers
themselves. Finally, the third part in which the authors seek to find answers
to the questions that have long been troubling contemporary pedagogues
Introduction
9
— the ones concerning the crucial and discussion -triggering pedagogical
categories: competency and authority, their comprehension, interpretation
and meaning in education. These answers seem utterly impossible to be
found without recourse to the current dialogue where cultural, humanistic,
and historical perspectives intermingle.
Agnieszka Stopińska ‑Pająk
Cover photograph: “Window” by Bai Shi Li
(Retrieved from www.flickr.com)
Copy editing and proofreading: Gabriela Marszołek
Language verification: J. Eric Starnes
English translation: Tomasz Kalaga, Michał Abel Pelczar
Cover design: Kamil Gorlicki
Technical editing: Barbara Arenhövel
Typesetting: Marek Zagniński
Copyright © 2015 by
Wydawnictwo Uniwersytetu Śląskiego
All rights reserved
ISSN 0208 ‑6336
ISBN 978 ‑83 ‑226 ‑2206 ‑3
(print edition)
ISBN 978 ‑83 ‑8012 ‑588 ‑9
(electronic edition)
Published by
Wydawnictwo Uniwersytetu Śląskiego
ul. Bankowa 12B, 40 ‑007 Katowice
www.wydawnictwo.us.edu.pl
e -mail: wydawus@us.edu.pl
I impression. Printed sheets 10.25. Publishing sheets 13.0.
Offset paper grade III, 90 g
Price 20 zł (+ VAT)
Printing and binding: “TOTEM.COM.PL Sp. z o.o.” Sp.K.
ul. Jacewska 89, 88 -100 Inowrocław
The volume opens with a preface in which the Editor synthesizes the key points necessary
for the readers to understand the work and its layout. For the aforesaid understanding,
the assertion that modern-day pedagogy, “with regard to the sensitivity of this discipline,
exceeds the limitations arising from its distinctness and undertakes to carry out an
interdisciplinary analysis of educational phenomena athwart traditional divisions of
academic disciplines” is essential. This assertion along with Immanuel Kant’s reflection
that “history without theory is blind, whereas theory without history is empty” lead us
to the contention expressed by Marc Depaepe that separating pedagogy from history
of education, and vice versa, is a tendency both harmful and nonsensical, especially
with the contemporary multidisciplinary trends in scientific research. Thus, as the Editor
states herself, “participation in the discourse on what man is supposed to be like requires
the theory of education to reflect the oeuvre of various sciences, especially Humanities,
including the history of education.” This statement, in turn, notably corresponds to
Wilhelm Dilthey’s thesis that man and humanity can be understood better through
history and culture than through biopsychological experiments.
The aforequoted theses and contentions best reflect the Authors’ intentions as well
as the contents of publications comprised in the volume being reviewed. Moreover, the
work literally cautions against a sad, antiscientific trend towards transforming pedagogy
into an applied study, which causes it to lose its identity and historicity. The discipline
becomes deliberately, and fatally to itself, ahistorical. […] The contents of the volume
introduce, therefore, new thoughts and proposals of solutions as part of the ongoing
discourse on the scientific status of pedagogy and its categories examining them from
the humanistic, cultural, and historical perspectives.
From the review by Professor Krzysztof Jakubiak
More about this book
PRICE 20 ZŁ
(+ VAT)
ISSN 0208-6336
ISBN 978-83-8012-588-9
B
e
t
w
e
e
n
H
i
s
t
o
r
y
a
n
d
t
h
e
T
h
e
o
r
y
o
f
E
d
u
c
a
t
i
o
n
.
.
.
Between History
and the Theory
of Education
Methodology,
Traditions,
Quest
WYDAWNICTWO
UNIWERSYTETU ŚLĄSKIEGO
KATOWICE 2015
Pobierz darmowy fragment (pdf)
