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Bezpieczeństwo jako podstawowy element realizacji utopii edukacyjnych XIX i XX wieku

100%

Futyma S.

Kultura-Społeczeństwo-Edukacja

2016

tom 10

nr 2

125-136

This reflection is associated with unquestionable power of utopia in education. Education has always been associated with the implementation of social utopia. The intensity of this activity can be observed especially in the nineteenth and twentieth centuries. With utopia, education systems may take into account future scenarios, risk, and to disseminate the truth that knowledge and early solution to the problems is a prerequisite for social security.

O degradacji pedagogiki i konieczności sięgania do źródeł. Na marginesie ostatniego seminarium – kolokwium toruńskie

63%

Rudnicki Z. , Futyma S.

2020

nr 59

17-29

In 2019, one of the publishing houses published a book by Professor Aleksander Nalaskowski entitled: Kwieciński The Last Thursday Seminar. This publication is a record of a conversation between two important representatives of Polish science. It can become an inspiration for a change in Polish pedagogy. Professors Aleksander Nalaskowski and Zbigniew Kwieciński formulate a diagnosis of its current state and indicate new directions of development of this socially important scientific discipline. Interesting for the future functioning of this discipline seems to be the foundation of decency and quot; love and quot; understood as unconditional kindness, which is a constitutive feature of humanity.

On education in the perspective of tragedy

63%

Futyma S. , Rudnicki Z.

Kultura-Społeczeństwo-Edukacja

2019

tom 15

nr 1

17-32

Man experiences their existence constantly experiencing tension that emerges between that which is and that which could be, between the actual, known, and the unknown that barely shines in the horizon. In this uncomfortable experience, one can find potential for development, hidden behind a facade of pretence and camouflage, which, when disclosed and uncovered can be the “fuel” of satisfactory change. As a result, education can be in service of man once again. This process, as a fundamental experience, will assume the acceptance of truth about the human condition and the circumstances of its emergence in the course of life. Education not abandoning man must rediscover and re-evaluate such categories as fate, uncertainty, fragility, unforeseeability.