The concept of subjectivity in education and its historical origins

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  • Tytuł: The concept of subjectivity in education and its historical origins
  • Autor/Autorzy: GABRIELA PAPROTNA (Autor)
  • Nazwa czasopisma: Czasopismo Żytomierskiego Państwowego Uniwersytetu imienia Iwana Franki
  • Rok: 2020
  • ISSN: 2663-6387
  • DOI: 10.35433/pedagogy.4(103).2020.5-18
  • Adres www:: http://pedagogy.visnyk.zu.edu.ua/article/view/223732
  • Strony od-do: 5-18
  • Język: angielski
  • Abstrakt: Among current educational trends one may observe the transition from the technological paradigm, accentuating the curriculum and the central position of the teacher, to the humanistic paradigm, based on the subjective perception of the child/student. It is their needs and abilities that determine the process of upbringing and education, and the task of the teacher is to support the child in their development. The guiding principle of communication is dialogue based on mutual respect. It turns out that the origins of the concept of subjectivity can be traced several centuries back in time, in the views of distinguished pedagogues, psychologists, writers. The following examples illustrate this. J.A. Komensky (1592-1670) believed that one of the conditions of pedagogical success is individualization which complies with the child's needs and developmental capabilities. Also, J. Locke (1632-1704) appreciated the role of needs in the child’s development, which should be satisfied in the course of education. J.J. Rousseau (1712-1778) emphasized the importance of children's rights in education as each child constitutes an individuality and an entity that requires respect and delicacy. Similarly, J.H. Pestalozzi (1746-1827) recognized children's rights and appealed for respect for them. In turn, J.W. Dawid (1859-1914) postulated that while working with children, their developmental and environmental conditions should be taken into account, and the tasks should be adjusted to their capabilities. J. Dewey (1859-1952), for whom childhood was as important as other periods of development, appealed for respect for the child’s freedom and an individual approach towards them. The significance of childhood was also emphasized by M. Montessori (1870-1952) who claimed that it gives shape to the whole personality of the child, which means that the child should be treated with respect. Supporting the development of the individuality and independence of the child, as an expression of an individual subjective approach towards them, falls within the ideas that form the pedagogical system created by C. Freinet (1896-1966). The great contribution to thedevelopment of the idea of subjectivity was made by J. Korczak (1878-1942). The main principles of his pedagogy are cognition, respect and love for the child. The main idea of the child's rights in teaching is: a child is a human being. Wasyl Suchomliński (1918-1970), an outstanding Ukrainian educator, made the notion of humanity the axis of his educational concept. Following this, there was a place in it for the human soul, for the faith in human good nature, for kindness, cordiality and care. The teacher’s love for children is connected with cognizing them and providing conditions for their free creativity. And all this is satiated with the idea of respect for people at every level of education. As one may see, history is the teacher of life, also in the area of education. It leads to a reflection on what used to be there, what has remained, what exists now. He also realizes that there is a certain continuity between the past and the present that allows of saving the most valuable essence in the theory and the educational practice.
  • Dyscyplina: pedagogika

MARC

  • 002 $a The concept of subjectivity in education and its historical origins
  • 003 $b 0000-0003-2330-1626
  • 003 $a GABRIELA PAPROTNA (Autor)
  • 004 $a Oryginalny artykuł naukowy
  • 006 $a Czasopismo Żytomierskiego Państwowego Uniwersytetu imienia Iwana Franki
  • 008 $a 2020
  • 011 $a 2663-6387
  • 013 $a 10.35433/pedagogy.4(103).2020.5-18
  • 014 $a http://pedagogy.visnyk.zu.edu.ua/article/view/223732
  • 015 $a 5-18
  • 017 $a angielski
  • 020 $a Among current educational trends one may observe the transition from the technological paradigm, accentuating the curriculum and the central position of the teacher, to the humanistic paradigm, based on the subjective perception of the child/student. It is their needs and abilities that determine the process of upbringing and education, and the task of the teacher is to support the child in their development. The guiding principle of communication is dialogue based on mutual respect. It turns out that the origins of the concept of subjectivity can be traced several centuries back in time, in the views of distinguished pedagogues, psychologists, writers. The following examples illustrate this. J.A. Komensky (1592-1670) believed that one of the conditions of pedagogical success is individualization which complies with the child's needs and developmental capabilities. Also, J. Locke (1632-1704) appreciated the role of needs in the child’s development, which should be satisfied in the course of education. J.J. Rousseau (1712-1778) emphasized the importance of children's rights in education as each child constitutes an individuality and an entity that requires respect and delicacy. Similarly, J.H. Pestalozzi (1746-1827) recognized children's rights and appealed for respect for them. In turn, J.W. Dawid (1859-1914) postulated that while working with children, their developmental and environmental conditions should be taken into account, and the tasks should be adjusted to their capabilities. J. Dewey (1859-1952), for whom childhood was as important as other periods of development, appealed for respect for the child’s freedom and an individual approach towards them. The significance of childhood was also emphasized by M. Montessori (1870-1952) who claimed that it gives shape to the whole personality of the child, which means that the child should be treated with respect. Supporting the development of the individuality and independence of the child, as an expression of an individual subjective approach towards them, falls within the ideas that form the pedagogical system created by C. Freinet (1896-1966). The great contribution to thedevelopment of the idea of subjectivity was made by J. Korczak (1878-1942). The main principles of his pedagogy are cognition, respect and love for the child. The main idea of the child's rights in teaching is: a child is a human being. Wasyl Suchomliński (1918-1970), an outstanding Ukrainian educator, made the notion of humanity the axis of his educational concept. Following this, there was a place in it for the human soul, for the faith in human good nature, for kindness, cordiality and care. The teacher’s love for children is connected with cognizing them and providing conditions for their free creativity. And all this is satiated with the idea of respect for people at every level of education. As one may see, history is the teacher of life, also in the area of education. It leads to a reflection on what used to be there, what has remained, what exists now. He also realizes that there is a certain continuity between the past and the present that allows of saving the most valuable essence in the theory and the educational practice.
  • 966 $a pedagogika
  • 985 $a Wydział Pedagogiczny
  • 985 $b Instytut Nauk o Wychowaniu

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