Skłonność emergencyjna dzieci i adolescentów : utopia socjoempatycznej podmiotowości, zachowania ryzykowne a potencjał ekspresyjny spotkania

Abstract

The work presents the phenomenon of emergency peculiarly defined in the pedagogical perspective, i.e. an unexpected and unpredictable localization of atypical individuals in the sociometric structure of formal groups. All the issues are presented by means of analyses of the situation of children and adolescents. That is why the content was restricted to the scope of the research within the school class. By atypical individuals we mean only some of the cases classified as such, i.e. the students of a high level of thinking divergence, non-conformists or those escaping into aggressive behaviours. A special place is given here to considerations concerning the escape from real relations into the world of a virtual contact (writing Internet blogs) which, as it is assumed on the basis of the research, often results from unsuccessful interactions in the real peer group. The very escape is thus the consequence of the group emergency towards young people, but also the reflection of the individual emergency. The work consists of theoretical considerations placing the very phenomenon in the field of pedagogical considerations but the emphasis was put on presenting the empirical data. The authors’ reflection, on the other hand, took on the epistemological dimension whereas the research assumptions were attempted at on the way of qualitative explorations and complicated with a signal qualitative perspective. A special place was given to the diagnosis of teachers’ state of knowledge, showing an almost total lack of knowledge in appearing unpredictability in routine educational actions. However the main aim of the work was to point out the strategy concentrated on shaping the socio-empathetic competencies of children and adolescents in order to teach them how to commune with other people, sensitise to their individualism, uniqueness as well as show the value of an expressive mutual experience of their own experiences. A presentation of an expressive meeting based on the artistic actions or artistically implicated is additionally enriched with the studies centred on defining its effectiveness. The results show that being engrossed in the other person and oneself will make it possible to be open to distinctness, otherness and emergent unpredictability, as well as allow for learning how to deal with new situations and the ones requiring solutions that have never been used before. It will make it easier for children and adolescents to get to know themselves, as well as show the teachers how to diagnose uniqueness of their students and treat it as an advantage, not threat. Emergency and non-specific bifurcations will not be considered danger but only a direction for a constant readiness to meet and learn the other person.