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Experience of support in the light of the concept of Max van Manen’s pedagogical relationship

100%

Krupska M.

tom 582(7)

3-12

The article takes a closer look at some important aspects of the ethical meaning of the experience of support in a pedagogical relationship in the light of the achievements of modern phenomenological pedagogy. The presented refl ection will refer to methodological proposals as well as ethical and pedagogical refl ection of one of the world’s most important representatives of pedagogy inspired by phenomenology – Max van Manen, a retired professor at the University of Alberta in Canada. The main goal of the issue is to deepen understanding of the nature and importance of support in the process of building and developing a pedagogical relationship and in the context of refl ection on the concept of pedagogical tact. Refl ection on the pedagogical relationship indicates the need to care for a deeper understanding of the phenomenon of support in the process of upbringing and education. The proposed attempt to explore the importance of support in a pedagogical relationship refers to the ethical and pedagogical dimension of refl ection on the importance of heteronomy and vulnerability of a child and adult responsibility.