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Studia Z Teorii Wychowania Tom Xi: 2020 Nr 3(32) STUDIA Z TEORII WYCHOWANIA Wydawnictwo Naukowe STUDIA Z TEORII WYCHOWANIA TOM XI: 2020 NR 3(32) PATRONAT NAUKOWY: ZESPÓŁ PEDAGOGIKI OGÓLNEJ I TEORII WYCHOWANIA PRZY KOMITECIE NAUK PEDAGOGICZNYCH POLSKIEJ AKADEMII NAUK Wydawnictwo Naukowe ChAT Warszawa 2020 RADA NAUKOWA: Jaroslav Balvin, Reinhold Boschki, Mária Bratská, Elżbieta K. Czykwin, Beata Kosová, Mirosław Kowalski, Ewa Kubiak-Szymborska, Zbyszko Melosik, Michael Meyer-Blanck, Henryk Mizerek, Jan Papież, Piotr Petrykowski, Wilhelm Schwendemann, Alina Szczurek-Boruta, Mirosław J. Szymański, Alena Vališová, Michal Zvírotský, Wiktor Żłobicki ZESPÓŁ REDAKCYJNY: Bogusław Śliwerski (redaktor naczelny), Bogusław Milerski (z-ca redaktora naczelnego), Renata Nowakowska-Siuta (z-ca redaktora naczelnego), Stefan T. Kwiatkowski (sekretarz redakcji), Izabela Kochan (członek redakcji) ADRES REDAKCJI: Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie ul. Broniewskiego 48 01-771 Warszawa www.wydawnictwo.chat.edu.pl © Copyright by Wydawnictwo Naukowe ChAT, Warszawa 2020 ISSN: 2719-4078 REDAKCJA NUMERU: Stefan T. Kwiatkowski SKŁAD KOMPUTEROWY: Łukasz Troc PROJEKT OKŁADKI: Halina Słodkowska Spis treści ROZPRAWY Arkadiusz Żukiewicz – Wybrane zagadnienia badań historycznych w polu polskiej pedagogiki społecznej: historia działalności społecznej ..........9 Stanisław Chrobak – Edukacja nadzieją na odnalezienie siebie .................25 Dagmara Ratajczak-Parzyńska – Dydaktyka symbolu w praktyce kształce- nia szkolnego ..........................................................................................43 Agata Marciniak – Wprowadzenie do erystyki dla pedagogów – Logos. Poprawność formalna argumentu ........................................................59 Z DOŚWIADCZEŃ Zofi a Remiszewska – Język metaforyczny w modelu Wrocławskiej Szkoły Przyszłości ...............................................................................................87 Andrzej Michalski – „Morasha” – znaczy dziedzictwo. Zarys monografi cz- ny Zespołu Szkół Lauder-Morasha w Warszawie .............................101 Joachim Paweł Glier – Pedagogika Bosko – metodyka działań wychowaw- czych .....................................................................................................123 Elżbieta Bednarz – Odpowiedzialne przygotowanie szkoły na inkluzję uczniów z niepełnosprawnością. Wyzwania, zasady i praktyki włączania ..............................................................................................135 RECENZJE Dariusz Stępkowski – Recenzja, Marek Kościelniak, Pedagogiczna teoria szkoły. Studium na podstawie niemieckich teorii szkoły, Wydawnic- two Uniwersytetu Jagiellońskiego, Kraków 2019, ss. 412. .............167 Paweł Zieliński – Czy istnieje sofi zmat pedagogiczny? Recenzja książki Tomasza Olchanowskiego "Kultura ponowoczesna w perspekty- wach antropologii politeistycznej". Wydawnictwo Uniwersytetu w Białymstoku, Białystok 2019, ss. 241. ...........................................175 BIBLIOGRAFIA TEMATYCZNA Bogusław Śliwerski – Ideologie edukacyjne .................................................191 AUTORZY ......................................................................................................199 INFORMACJE DLA AUTORÓW ...............................................................201 Contents DISSERTATIONS Arkadiusz Żukiewicz – Selected issues of historical research in the fi eld of Polish social pedagogy: history of social activity ...............................9 Stanisław Chrobak – Education as a hope to discover one’s self...................25 Dagmara Ratajczak-Parzyńska – Didactics of the symbol in the practice of school education .................................................................................43 Agata Marciniak – Introduction to eristics for pedagogues - Logos. Formal correctness of the argument ...................................................................59 FROM EXPERIENCES Zofi a Remiszewska – Metaforic language of the Wrocław School of the Future Model ................................................................................87 Andrzej Michalski – „Morasha” - means heritage. Th e monographic outline of the Lauder-Morasha School in Warsaw ........................................101 Joachim Paweł Glier – Jan Bosko’s pedagogy – the methodology of educational actions ..........................................................................123 Elżbieta Bednarz – Responsible preparation of the school for the inclusion of students with disabilities. Challenges, principles and practices of inclusion ............................................................................................135 REVIEVS Dariusz Stępkowski – Recenzja, Marek Kościelniak, – Pedagogiczna teoria szkoły. Studium na podstawie niemieckich teorii szkoły, Wydawnic- two Uniwersytetu Jagiellońskiego, Kraków 2019, ss. 412 ..............167 Paweł Zieliński – Czy istnieje sofi zmat pedagogiczny? Review of book by Tomasz Olchanowski entitled „Kultura ponowoczesna w perspekty- wach antropologii politeistycznej”. Wydawnictwo Uniwersytetu w Białymstoku, Białystok 2019, ss. 241. ...........................................175 THEMATIC BIBLIOGRAPHY Bogusław Śliwerski – Educational ideologies ..............................................191 AUTHORS ......................................................................................................199 INFORMATION FOR THE AUTHORS ....................................................201 STUDIA Z TEORII WYCHOWANIA TOM XI: 2020 NR 3(32) Arkadiusz Żukiewicz Uniwersytet Opolski ORCID 0000-0002-5064-4491 Wybrane zagadnienia badań historycznych w polu polskiej pedagogiki społecznej: historia działalności społecznej Wprowadzenie Teleologiczny wymiar niniejszego artykułu orientuje zamierzoną pre- zentację na problematykę badań historycznych wpisanych w ontologiczną strukturę polskiej pedagogiki społecznej kształtowanej pod kierunkiem Heleny Radlińskiej od 1908 roku. Odwołując się do źródłowych założeń tej nauki nakreślono fragment obrazu pedagogiki społecznej wraz z jej punktem widzenia oraz podstawowymi działami, wśród których historia pracy spo- łecznej i oświatowej stanowi jeden z obszarów aktywności teoriotwórczej oraz badawczej. Podjęta analiza obejmuje wybrane zagadnienia historycznych badań społeczno-pedagogicznych, których tradycja sięga w Polsce ponad 110 lat. Wybór ten wiąże się z tzw. małą formą wydawniczą, która nie daje 1 Progiem początkowym procesu dyscyplinaryzacji polskiej pedagogiki społecznej było wystąpienie Heleny Radlińskiej na zebraniu Krakowskiego Koła Towarzystwa Nauczycieli Szkół Średnich i Wyższych w dniu 25.04.1908 roku. Zaprezentowała tam założenia nauki, którą rozwijała w kolejnych latach aktywności akademickiej. Referat pt. Z zagadnień pedagogiki społecznej ukazał się drukiem w periodyku Muzeum w 1908 roku, Tom II, Zeszyt 2, s. 52-63; Patrz: Lepalczyk I., Helena Radlińska: życie i twórczość, Wydawnictwo Adam Marszałek, Toruń 2002, s. 40. 2 Por. W. Th eiss, Skąd przychodzimy, z czym przychodzimy. O drogach rozwoju pe- dagogiki społecznej, w: (red.) W. Danilewicz, W. Th eiss, Pedagogika społeczna wobec zagrożeń człowieka i idei sprawiedliwości społecznej, Wydawnictwo Akademickie ŻAK, Warszawa 2014, s. 68-71; A. Żukiewicz, Podstawowe zagadnienia polskiej pedagogiki społecznej u progu procesu dyscyplinaryzacji, „Studia Edukacyjne” 2018 nr 51, s. 211-226. 9 Arkadiusz Żukiewicz możliwość prezentacji całościowego obrazu tej nauki. Zakres przedmiotowy polskiej pedagogiki społecznej poszerzał się w kolejnych dekadach jej dyscy- plinarnego oraz instytucjonalnego rozwoju. Konieczność samoograniczenia jest warunkowana wielością pól badawczych, szerokim zakresem dorobku teoretycznego, rozległością instytucjonalnej przestrzeni akademickiej peda- gogiki społecznej, a także sytuacją prawną i organizacyjną we współczesnej nauce polskiej. Projekty partnerskie (wydawnicze, badawcze) oparte na idei współdziałania naukowego są niejednokrotnie podporządkowane partyku- larnym interesom wynikającym z procedur administracyjnych związanych z ewaluacją, parametryzacją itp. Próby inicjowania przestrzeni dla naukowej współpracy są niekiedy postrzegane przez samych uczonych z perspektywy konkurencyjności i towarzyszącej temu rywalizacji. Czynniki tego rodzaju wyznaczają granice naukowej kooperacji. Utrudniają tym samym realizację takich wartości jak dobro wspólne, które zdaje się być wypierane z etycznej przestrzeni naukowej aktywności. Otwartość i zarazem swoista „gościnność” polskiej pedagogiki spo- łecznej, szczególnie widoczna po 1989 roku, spowodowała (obok efektów w postaci poszerzania pól badań, analiz, teorii), ilościowy przyrost instytu- cjonalny. Zjawiskiem temu towarzyszącym było zróżnicowanie naukowej tożsamości osób, które deklarowały swą przynależność do grona pedagogów społecznych, a także nasycanie tej nauki prądami, ideami i teoriami zako- rzenionymi w innych dyscyplinach (socjologia, polityka społeczna itp.). Implikowało to wielowarstwowy rozwój pedagogiki społecznej zarówno na polu akademickim (teoria, metodologia, obszary i przedmioty badań), jak i w sferze praktyki utożsamianej z tą subdyscypliną pedagogiki. Obserwując współczesną instytucjonalną mapę obecności pedago- giki społecznej w akademickich środowiskach polskich uczelni nie trudno dostrzec złożoność, a zarazem bogactwo tkwiących tam sił. Uzasadniają one refl eksję o wspólnotowym i kooperacyjnym modelu współdziałania zorientowanego na współtworzenie wspólnego dobra. Służba społeczno- pedagogiczna jest w swej istocie oparta na owym „współ…”,
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