Wprowadzenie
Abstract
The subject of this issue of “Elementary Education in Theory and Practice”
includes the way of understanding the child in the contemporary world. Referring to the Report for UNESCO prepared by Jacques Delors (1998), in which it was indicated that the 21st century education should be based on four pillars: “learning to know; learning to do; learning to live together; learning to be”, we wish to reconsider the child and childhood, especially their “being a child” and “learning to live in the modern world”.
The research on children and childhood is carried out by many Polish and foreign
scientists who analyse those issues from the historical-comparative, sociological, pedagogical and psychological perspective (inter alia Ariès 1995; Brzeziński 2002; Kehily 2008; Smolińska-Theiss 2014; Szczepska-Pustkowska 2009; Waloszek 2006). On the basis of their books we may conclude that education is the reflection of the image of child and childhood functioning in the society. So what is that image like? Are we able to overcome the tension between the child’s infantilism and independence?
References
Ariès A. (1995). Historia dzieciństwa. Dziecko i rodzina w dawnych czasach, tłum. M. Ochab, Gdańsk: Wydawnictwo Marabut.
Brzeziński W. (2002). „Pozytywna” historia dziecka i dzieciństwa w średniowieczu. Philippe Ariès a historiografia angloamerykańska, [w:] J. Jundziłł, D. Żołądź-Strzelczyk (red.) Dziecko w rodzinie i społeczeństwie. T. I: Starożytność – Średniowiecze, Bydgoszcz: Wydawnictwo Uczelniane Akademii Bydgoskiej im. Kazimierza Wielkiego, s. 259-275.
Delors J. (1998). Raport dla UNESCO Międzynarodowej Komisji do spraw Edukacji dla XXI wieku „Edukacja: jest w niej ukryty skarb”, http://www.unesco.org/delors/ [dostęp: 15.01.2019].
Kehily M.J. (2008). Zrozumieć dzieciństwo: wprowadzenie w kluczowe tematy i zagadnienia, [w:] M.J. Kehily (opr.) Wprowadzenie do badań nad dzieciństwem Kraków: Wydawnictwo WAM, s. 15-40.
Smolińska-Theiss B. (2014). Dzieciństwo jako status społeczny. Edukacyjne przywileje dzieci klasy średniej, Warszawa: Wydawnictwo Akademii Pedagogiki Specjalnej.
Szczepska-Pustkowska M. (2009). Kategoria dziecka i dzieciństwa w nowożytnej myśli pedagogicznej, [w:] D. Klaus-Stańska, M. Szczepska-Pustkowska (red.) Pedagogika wczesnoszkolna – dyskursy, problemy, rozwiązania. Warszawa: Wydawnictwa Akademickie i Profesjonalne, s. 79-120.
Waloszek D. (2006). Pedagogika przedszkolna. Metamorfoza statusu i przedmiotu badań, Kraków: Wydawnictwo Naukowe Akademii Pedagogicznej.
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