Łagodność jako wyraz miłości wychowawczej

The article undertakes the problem of pedagogical mildness. It is an attempt to define the concept in the spirit of personalist education and to show the ways of practically carrying it into effect; it also compares it with theses of anti-pedagogy (in the context of the concept of educational permissiveness). The attitude of educational mildness understood in this way is closely connected with educational love as the leading value guiding interpersonal relations. Harmonized relations between the educator and the pupil, educational atmosphere of friendship and warmth, aiming at the good and development of the pupil, the element of understanding, forgiveness, and also of rational consideration of the educational situation on the side of the educator are characteristic features of mildness in education. They find their practical expression in the work of the reliable educator. The problems of the place that spontaneity and guiding, commonness and individuality as well as self-education should take in the conception of pedagogical mildness have been also undertaken. According to the conception, educational effect appears as „mild directing”, and spontaneity of the educational situations is „relative spontaneity” determined by the borderlines of the principles and values that are binding. The community and individual dimension of education condition each other, and self-education is an essential element in the process of value interiorization and of personal formation of a man. The whole of the tackled issue is an attempt to answer the questions about the proper relation between the pedagogue and the pupil and about understanding the role and way of expressing mildness in education, which questions are asked in many educational circles today.