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2005 | 50 | 1(195) | 107-124
Tytuł artykułu

Confessional Practices of the Self in Schools

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Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Reference to the example of ethical problem occurring in secondary schools enables the authoress to consider influence of Michael Foucault's philosophical notions of concerning care about identity on moral upbringing of the youth. In the following parts of the article she shows, how Foucault's beliefs changed within the matters concerning identity, truthfulness and technology of identity, and also genealogy of auto-reflexion. According to her, Foucault's deliberations have their significance, both for pedagogical advisory and general theories concerning counselling. Moreover, in Foucault's view, concept of care for identity in the context of different shapes of freedom, leads to working out a philosophical position, which can be ethically helpful in situations dealing with moral upbringing of pupils. In Foucault's view of the theory of power, decisions that we make in certain situations, decide over, who we are. Substantial pedagogical consequences of Foucault's work concern significance of 'writing' and 'reading' for identity of self, next to communication and dialogic forms, and also 'speaking' and auto-reflexion - issues located in the area of pedagogical counselling's interest. Regardless of the answer to the question, if education concerning identity should have its steady place in education programs, it's worth stimulating awareness of the role, which schools have in gaining identity by their pupils. Pedagogues should be aware of technology of power (domination) and technology of identity, which they induce in their pupils. They should also be aware of the influence on shaping identity of the pupils, that these technologies have. It is necessary to place greater importance to care for identity, and, while thinking about it, it is necessary not to forget, that what marks it - is, among others - truthfulness and auto-reflexion.
Rocznik
Tom
50
Numer
Strony
107-124
Opis fizyczny
Rodzaj publikacji
ARTICLE
Twórcy
autor
  • T. Besley, Department of Educational Studies, Faculty of Education, University of Glasgow, Glasgow, UK
Bibliografia
Typ dokumentu
Bibliografia
Identyfikatory
CEJSH db identifier
06PLAAAA01413122
Identyfikator YADDA
bwmeta1.element.57d5aa13-f883-38ec-92ca-c6ec7d908eb0
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