DC pole | Wartość | Język |
dc.contributor.author | Michalski, Łukasz M. | - |
dc.date.accessioned | 2018-09-26T08:36:43Z | - |
dc.date.available | 2018-09-26T08:36:43Z | - |
dc.date.issued | 2016 | - |
dc.identifier.isbn | 9788380127654 | - |
dc.identifier.isbn | 9788380127654 | - |
dc.identifier.uri | http://hdl.handle.net/20.500.12128/6353 | - |
dc.description.abstract | The work entitled The transformations of impossible syntheses. A study on the textbook
historiography of upbringing investigates the intricacies of narrating contemporary
historio-educational syntheses applied in academic education. The research
strategy adopted in the present work implicates the assumptions of the metahistory
of upbringing as well as the hermeneutic conceptualization of a text, which allows
to perform the analyses both in the diachronic and in the synchronic context. Three
main objectives of the research lead from the characteristics of textbook narration
within the history of upbringing, through the outline of its transformations, up to
the confrontation with what happened in the last century within the theory of historiography
(especially in the context of the so-called ethical turn). The final research
objective, which boils down to demonstrating the history of the historiography of
upbringing against the background of humanistic “turns” oft-manifested in the theory
of historiography, has also become a chance to find the areas hitherto untapped
and potentially inspiring for the research conducted within the history of upbringing,
but also for the consideration of the paradigmatic identity of the field itself.
The opening perspective of the present study emphasizes the significance of the
narrational dimension of academic textbooks, and therefore leads to looking upon
such texts as not only the syntheses of facts from the past, but also as works characterized
by a specific way of naming the educational phenomena that they describe,
a network of concepts, an argumentative style or an axiological layer. For the sake of
their conceptualization, the vision of text formulated in the book entitled Granice
historyczności by Barbara Skarga has been adopted in the present work. This idea presupposes the existence of four “layers” in which the meaning of the content is
effectuated – these are as follows: subject matter, categories, sense rules, and episteme.
Each of the textbooks analysed in the present work is described in accordance
with the classification outlined in this way. A broader investigation has been required
especially in the case of the sense rules effectuated in historio-educational syntheses,
for whose conceptualization a tropological vision of historiography formulated by
Hayden White has been additionally adopted.
Investigating the characteristics of individual textbooks has allowed to outline the
paths of progress for this type of academic writing, originating in the mid-war period
(the first of the textbooks analysed was published in 1934) and continuing to the most
recent times (the last synthesis came out in the year 2012), and at the same time it
allows to see how the narration has (or has not) historically changed at each of the
four levels of content, and to what extent it is compatible with the transformations of
the contemporary theory of historiography. As a whole, the disquisition emphasizes
the indispensability of narratively conscious dealing with the history of upbringing
as a basis for humanistic accent of the pedagogy itself. | pl_PL |
dc.language.iso | pl | pl_PL |
dc.publisher | Katowice : Wydawnictwo Uniwersytetu Śląskiego | pl_PL |
dc.rights | Uznanie autorstwa-Użycie niekomercyjne-Bez utworów zależnych 3.0 Polska | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/pl/ | * |
dc.subject | pedagogika | pl_PL |
dc.subject | historia wychowania | pl_PL |
dc.title | Przemiany syntez niemożliwych : w stronę pedagogiczności podręcznikowej historiografii wychowania | pl_PL |
dc.type | info:eu-repo/semantics/book | pl_PL |
Pojawia się w kolekcji: | Książki/rozdziały (WNS)
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