Filozofia i pedagogika w dialogu. Pytania o prawdę
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In my dissertation I watch the dilemmas faced by modern Pedagogy from the perspective of classical Philosophy, taking into account the teaching concepts of leading philosophers, who created especially in a period in which the theocentric worldview was salient. Most of all, I concentrate on the thoughts of Augustine, Anselm and Thomas Aquinas. However, I do not avoid showing the educational achievements of Antiquity, in which the prominent philosophical educators were the Greek authors of Paideia. Among the promoters of human virtues one can mention particularly Socrates, Plato and Aristotle. I also refer to the postulates in the philosophy of Immanuel Kant. Thanks to it we can discover a clear imperative to think and shape ourselves and others to an attitude of autonomy. The dissertation is preceded by "Diagnosis of contemporary Pedagogy...", in which I present, among others, Karl Jaspers' view on education and compare this with Thomas Aquinas’s thought. Because of the complexity of the discussed issues, I proposed a metaphorical convention as a parent. In my work I focus on the legitimacy of resorting to inner Truth, which - after Augustine - I call the Inner Master. I draw attention to the fact that everybody should discover their personal principle. The discovery of a certain inherent value and finding its potential references to Transcendence is essential for human development in upbringing as well as in the self-discovery of the Truth. My attention is also focused on the epistemological and ontological defining of the truth by the - remaining in the dialogue - teacher and student from philosophical works. Thus, the student is a man who gets to know the surrounding world and finds God in himself. The Truth is understood as the compliance of all our activities with its proper nature. My task is to consider responses to the question of the true vocation of human to respect in teaching and the differently accentuated educational role of God and man in the proper formation of human individuals. There is also carried out a general criticism of the disturbing in practice concepts of "the belief in the workability of the student" and, on the other hand, "lack of education". The study of humility as a way to the Truth and to Law is understood in the biblical sense. I discuss the concept of "humility" by referring to the person of Christ, showed as the Way, the Truth and the Life. Humility as a base virtue is particularly important in the teacher-student relationship. The right to the truth should be also respected by educators for the sake of the individual nature of particular students who get to know the truth thanks to a variety of different skills and talents. The most important conclusion from presented in the last chapter interviews with the participants of the teacher-student relationship is the assertion that truth is invariably an important value in human life, and in this case, in the teacher’s and the student’s situation.