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Pedagogy of Existentialism: Its Assumptions Goals, and Its Role in the Development of Pedagogic Sciences ; Pedagogika egzystencjalizmu: jej założenia, cele i rola w rozwoju nauk pedagogicznych

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Titel: Pedagogy of Existentialism: Its Assumptions Goals, and Its Role in the Development of Pedagogic Sciences ; Pedagogika egzystencjalizmu: jej założenia, cele i rola w rozwoju nauk pedagogicznych
Autoren: Nowak, Marian
Quelle: Roczniki Nauk Społecznych; Vol 32 No 2 (2004); 5-29 ; Roczniki Nauk Społecznych; Tom 32 Nr 2 (2004); 5-29 ; 2544-5812 ; 0137-4176
Verlagsinformationen: Towarzystwo Naukowe KUL & Katolicki Uniwersytet Lubelski Jana Pawła II
Publikationsjahr: 2020
Schlagwörter: existential pedagogy, pedagogical thinking, axiology of existential pedagogy, the role of teacher/educator and pupil/student in the educational process, the methodology of education and instruction, pedagogika egzystencjalizmu, myśl pedagogiczna, teoria wychowania, aksjologia pedagogiki egzystencjalizmu, rola nauczyciela/pedagoga i wychowanka/ucznia w procesie wychowania, metodyka wychowania i nauczania
Beschreibung: The paper seeks to bring home to theorists and practitioners of education one of the branches of pedagogical thought, namely existential pedagogy. The main line of thinking in pedagogy can be defined in the following way: the point is to help people to overcome their banal existence and help them to choose a way towards authentic existence. Thus formulated watchword of this trend opens a new perspective on pedagogical thinking of great importance both theoretical and practical. It is true that in the end of the 1960s the peculiar vogue for existentialism was in the wane. Nevertheless it brought about a vivid interest in philosophy, introduced a new approach in many domains of science, including pedagogy. Consequently, the reality of education and its planning could better be recognized. By opening to what is non-verifiable, existentialism made it possible to seek after the sense of existence and education (interest in the noetic dimension), and to quest after a climate in which one could adopt an attitude of openness and overcome abstract categories (V. Frankl). The very categories of existentialism are significant, starting with the category of „existence” (Lat. existere - take place, exist, appear, be outside, go towards). Owing to existentialism such categories as „freedom,” experience etc. have clearly received a dynamic dimension in pedagogy. The author points to existentialism as a branch of contemporary philosophical thought with which is connected its appearance in pedagogical thought. The author devotes much attention, within the framework of basic problems of existential pedagogy, to the tasks and objectives of education. He does this by turning our attention to the axiology of existential pedagogy, understanding of the educational relationship, the role of educator/teacher and pupil/student in the overall dynamism of the educational process. Then he goes on to outline an existential approach to the methodology of education and instruction. By showing the main aspects of the existentialist trend in ...
Publikationsart: article in journal/newspaper
Dateibeschreibung: application/pdf
Sprache: Polish
Relation: https://ojs.tnkul.pl/index.php/rns/article/view/11123/11482; https://ojs.tnkul.pl/index.php/rns/article/view/11123
Verfügbarkeit: https://ojs.tnkul.pl/index.php/rns/article/view/11123
Rights: Copyright (c) 2004 Roczniki Nauk Społecznych ; https://creativecommons.org/licenses/by-nc-nd/4.0
Dokumentencode: edsbas.7694A70D
Datenbank: BASE
Beschreibung
Abstract:The paper seeks to bring home to theorists and practitioners of education one of the branches of pedagogical thought, namely existential pedagogy. The main line of thinking in pedagogy can be defined in the following way: the point is to help people to overcome their banal existence and help them to choose a way towards authentic existence. Thus formulated watchword of this trend opens a new perspective on pedagogical thinking of great importance both theoretical and practical. It is true that in the end of the 1960s the peculiar vogue for existentialism was in the wane. Nevertheless it brought about a vivid interest in philosophy, introduced a new approach in many domains of science, including pedagogy. Consequently, the reality of education and its planning could better be recognized. By opening to what is non-verifiable, existentialism made it possible to seek after the sense of existence and education (interest in the noetic dimension), and to quest after a climate in which one could adopt an attitude of openness and overcome abstract categories (V. Frankl). The very categories of existentialism are significant, starting with the category of „existence” (Lat. existere - take place, exist, appear, be outside, go towards). Owing to existentialism such categories as „freedom,” experience etc. have clearly received a dynamic dimension in pedagogy. The author points to existentialism as a branch of contemporary philosophical thought with which is connected its appearance in pedagogical thought. The author devotes much attention, within the framework of basic problems of existential pedagogy, to the tasks and objectives of education. He does this by turning our attention to the axiology of existential pedagogy, understanding of the educational relationship, the role of educator/teacher and pupil/student in the overall dynamism of the educational process. Then he goes on to outline an existential approach to the methodology of education and instruction. By showing the main aspects of the existentialist trend in ...