subjective education; theory of didactic activity; modality; early-school education
Chowanna, 2009, t. jubileuszowy, s. 141-151
Despite a long-lasting period of emphasizing double-subjective teaching and studying
process (in which a pupil should be involved), any changes in the pedagogic theory are very slow.
Reasons of this seem to underlie teachers’ intellectual possibilities, knowledge, experience as well as
their motivation, aspirations, attitudes and views. In the article, a profile of a contemporary teacher
is shown as a director of the paradigm of subjective education assumptions. The article also contains
some directives with reference to teachers’ conduct if they desire to put the principles of this paradigm
That means two dimensions of the educational sphere are presented: a realistic one formed by
the introduction of the results of my own research over practical realization of the assumptions the
paradigm mentioned above. The other educational sphere is a potential one, shown through the formulation
of directives, dictates, necessities connected with teachers’ conduct if they desire to put the
principles of this subjective educational paradigm into practice. Considering these facts, the modal
context of issues presented in the article is obvious.
Achieved changes in many cases turn out superficial, put into practice only in a partial way, that
means inconsistent and disorganized one. You can think that if you create nice atmosphere, smile or
do a nice gesture to your students, you will solve the problem. It is not enough. Contemporary knowledge
“to be nice and helpful one to another” emphasizes the fact, that a human-being is somebody
when he or she becomes himself or herself. Then, the educational process becomes continuous experience
and searching for and creating own personality at the same time. In such process of education
teachers’ attitudes towards students cannot remain unchanged.