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    Wyświetlanie 1-2 z 2
    Tytuł:
    John Locke and his Educational Thought – Between Tradition and Modernity of Enlightenment
    Autorzy:
    Wrońska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/52670692.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    education
    exploring childhood
    Enlightenment
    freedom
    reason
    virtue
    experience
    truth
    natural law
    good habits
    pedagogical optimism
    cnota
    doświadczenie
    prawda
    prawo natury
    dobre nawyki
    optymizm pedagogiczny
    edukacja
    odkrywanie dzieciństwa
    Oświecenie
    wolność
    rozum
    Opis:
    The text presents pedagogical thought of the Seventeenth century philosophy of John Locke, representative of English empiricism and forerunner of Enlightenment. The author considers how much Locke’s modern philosophical views powered his educational concept and on the other hand to what extent this pedagogical field retained in his description the conservative character and why/for what reason. This combination of tradition and modernity in Locke’s philosophy are shown by the example of his reffering on one hand to reason and on the other to the truth; then to freedom and equality in the light of law and at the same time to the natural law; to experience and social diversity, and finally to skepticism about the original sin and the goodness of man’s nature. The author also points out the strengths and the weaknesses of the mixture of traditional and modern views of Locke as a pedagogue and connects some of them more with a purely liberal profile of this philosophy than with the Enlightenmental philosophy.
    Źródło:
    Filozoficzne Problemy Edukacji; 2018, 1; 65-81
    2545-0948
    Pojawia się w:
    Filozoficzne Problemy Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wychowalność człowieka podstawą sensu i znaczenia wychowania
    Educatability of Man as the Foundation of the sense and significance of Formation
    Autorzy:
    Nowak, Marian
    Powiązania:
    https://bibliotekanauki.pl/articles/1857496.pdf
    Data publikacji:
    2002
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    wychowalność
    człowiek wychowalny
    sens i możliwości wychowania człowieka
    noetyczny wymiar wychowania
    optymizm pedagogiczny
    pesymizm pedagogiczny
    realizm pedagogiczny
    educatability
    educationable man
    the sense and possibility of man's educatability
    noetic dimension of education
    pedagogical optimism
    pedagogical pessimism
    pedagogical realism
    Opis:
    The paper points to one of the basic categories in scientific pedagogy which is „educatability.” It played an important role in the origins of pedagogy as a discipline of science and was combined with the acceptance in the point of departure, as a special hypothesis, that there are possibilities to form man. Assuming this possibility, J.F. Herbart (1776-1841), the father of scientific pedagogy, worked out his concepts of formation and general pedagogy. According to him, „educatability” (Die Bildsamkeit) is the basic category of pedagogy (Algemeine Paedagogik, 1806). As the contemporary pedagogical thought seeks more and more often an answer to the question about the sense and meaning of education, stumbling at the same time on the byways of its utopian and idealistic approaches, the category of „educatability” may become one of the ways to make the pedagogical practice and theory real and sensible. Like over two hundred years ago this category has become the ground upon which to build the scientific reflection in pedagogy. In the same manner this paper suggests that it may turn out very helpful to bring it back and remind. It can help us explain the contemporary problems connected especially with the discovery of the sense and possibility to educate man. The paper concentrates first on the discussion around the problem of educatability over the history of human thought. Listing its main representatives and its stages (from the ancient until the modern times), it exposes two standpoints characteristic of that „debate about the educatability of man”: „pedagogical optimism” and „pedagogical pessimism.” It also points to the contemporary solutions of that problem in „pedagogical realism” that characterizes, among other things, the Christian approach to the issue of man's educatability. Following the line of the latter standpoint, that paper discusses in detail the structure of the process of man's educatability, pointing to the basic elements and factors of the process of the person's educatability. The approach to „educatability” as a category giving sense to education and pedagogy is listed among the basic problems of the research of general pedagogy. Here we ask not only about the essence of education and its specific character, but also about the possibility and conditions of the process of education and about its sense and meaning (its noetic dimension).
    Źródło:
    Roczniki Nauk Społecznych; 2002, 30, 2; 5-20
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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