Elementy pedagogiki dialogicznej : przestrzeń nauczyciel - w perspektywie relacji Ja-inny

Abstract

The remarks presented above constitute the argument for the impossibility of carrying a demarcation line between philosophy and pedagogy. Pedagogy is devoid of the specific anthropological-axiological assumptions and its tasks and goals would not incomprehensible. Contrary to the declarations of scientific attachment, pedagogy should be inspired by the results of current and different philosophical ideas for conducting research related to the subjectivity of children. Pedagogy of the integrative education developed by Volker Buddrus and Heinrich Dauber constitutes one of the positive examples. This pedagogy assumes that a dialogue accompanies the process of student’s becoming a subject.