“More” than pedagogy... In the Direction of controversial enlightenment of the source character of the philosophy of upbringing

• Michał Płóciennik, mgr

  Akademia im. J. Długosza w Częstochowie

Pedagogy, both as an academically theoretical activity and humanistically social practice has been under a serious crisis for a long time. Obviously, this crisis has been caused by numerous rea- sons, both external and internal. Yet, it seems to be a perfect opportunity to re-discover the source of pedagogy in the philosophy of upbringing and – through the conversion in the centre of peda- gogical thinking – to restore the tension between philosophy (in its wise ontological-metaphysical hesitation) and pedagogy. It seems clear that this lack of tension and limiting pedagogy to a de- tailed social science, is damaging and appears to be the fundamental problem and the main reason of the critical condition of contemporary pedagogy.

1. Michał Płóciennik, mgr, Akademia im. J. Długosza w Częstochowie

   absolwent filozofii i teologii, asystent w Instytucie Fi-lozofii Akademii im. Jana Długosza w Częstochowie, członek Polskiego Towarzystwa Filozoficznego, Oddział w Częstochowie; wicedyrektor Cen-trum Dialogu Międzykulturowego w Częstochowie. Zainteresowania ba-dawcze: filozofia religii, filozofia interkulturowa, dialog międzyreligijny i międzykulturowy, interdyscyplinarny charakter antropologii, edukacja filo- zoficzna, filozofia pedagogiki.

• pdf (Polish)

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