Pobierz - Cichosz.pl
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Pobierz - Cichosz.pl
1. Autor: ks. Wojciech Cichosz 2. 7\WXá:VSyáF]HVQHG\OHPDW\HGXNDF\MQH 3. 'UyGáRUHG0%DáDÄ6WXGLD*GDVNLH´2002-2003, t. XV-XVI, s. 163-172 :VSyáF]HVQHG\OHPDW\HGXNDF\MQH1 1DXF]\FLHOXGREU\SUDZG F]\ZPLáRFL 6WHIDQ.DUG\QDá:\V]\VNL 1. Rozmycie aksjologiczne „Zgodnie z nakazem Jezusa Chrystusa: ,G(FLHZL FLQDXF]DMFLHZV]\VWNLHQDUoG\XF]FLHMH]DFKRZ\ZDüZV]\VWNRFRZDPSU]\ND]DáHP [Mt 28, 19-20], zadania QDXF]\FLHOVNLH ]DZV]H E\á\ SU]HGPLRWHP V]F]HJyOQHM WURVNL .RFLRáD´2. W\GDMH VL MHGQDN*HG]LVLDMWDWURVNDMHVWMHV]F]HEDUG]LHMZ]PR*RQDLNRQLHF]QD:LHORNURWQLH ERZLHPPyZLVL RZLHORFLQXUWyZZ\FKRZDQLDLPRGHOyZV]NRá\URG]F\FKVL QD kanwie odpowiedzi na pytanie: NLPMHVWF]áRZLHN"3.:HZVSyáF]HVQ\PZLHFLH]MHdQHM VWURQ\ GRFKRG]L GR SHZQHM SRODU\]DFML L F]\WHOQRFL VWDQRZLVN D ] GUXJLHM GDMH VL ]DREVHUZRZDü GDOHNR SRVXQL WH UR]P\FLH DNVMRORJLFzne. Jak podaje Elementarz 3U]HGVWDZLRQ\DUW\NXáQLHMHVWW\SRZ\PG\VNXUVHPPLHV]F]F\PVL ZUDPDFKUR]ZD*DWHRUHW\Fznych na WHPDW\HGXNDF\MQHDOHMHJRWUHüLPHWRGDSUH]HQWDFMLSR]RVWDMZFLVáHMNRUHODFML]F\NOHPZ\NáDGyZ– Obraz V]NRá\QDSRF]WNXWU]HFLHJRW\VLFOHFLD – Z\JáRV]RQ\FKZ0DJD]\QLH.DWROLFNLPÄ5DGLD*GDVN´ZSLHUZV]HM SRáRZLHURNX 2 67$787<,,,6<12'8*'$6.,(*20,6-$(:$1*(/,=$&<-1$.2&,2à$*'$SKIEGO 1$32&=7.812:(*27<6,&/(&,$3RVáXJDQDXF]DQLDLZ\FKRZDQLD*GDVNV3LXV;, O chr]HFLMDVNLPZ\FKRZDQLXPáRG]LH*\Ä'LYLQLLOOLXVPDJLVWUL´, Warszawa 1938 (przedruk z autoryzowanego SU]HNáDGX3RO\JORWW\ZDW\NDskiej). 3 = SUREOHPDW\N ILOR]RILL F]áRZLHND F]\WHOQLN PR*H ]DSR]QDü VL Z SUDFDFK P LQ % 3DVFDO0\OL Z XNáDG]LH -DFTXHsa Chevaliera WáXP 7 %R\-)HOHVNL :DUV]DZD . .ORVNRZVNL Bioetyczne aspekty LQ*\QLHULLJHQHW\F]QHM, Warszawa 1995; I. Dec, 7UDQVFHQGHQFMDE\WXOXG]NLHJRZXM FLXWZyUFyZ6]NRá\/XEHlskiej :URFáDZ WHQ*H 7UDQVFHQGHQFMD F]áRZLHND Z SU]\URGzie :URFáDZ ' 'HPELVND-Siury, &]áRZLHNRGNU\ZDF]áRZLHND, Warszawa 1991; J. Guiton, Sens czasu ludzkiegoWáXP]IUDQF:6XNLHQQLFND Warszawa 1993; St. Kowalczyk, .LPMHVWF]áRZLHN"'\OHPDW\DQWURSRORJLL:URFáDZWHQ*HZarys filozofii c]áRZLHND 6DQGRPLHU] + 3LOX &]áRZLHN Z SRVRERURZ\P QHRWRPL]PLH SROVNLP :URFáDZ WHQ*H &]áRZLHN L VSRáHF]HVWZR Z UHIOHNVML ILOR]RILF]QHM UHG * .RWODUVNL L 3 .R]áRZVNL 3R]QD &]áRZLHN GURJLSRV]XNLZD6WXGLD]DQWURSRORJLLLHWyki, red. M. Filipiak, M. Szulakiewicz, Rzeszów 1993; A. Siemianowski, :LHONRüLQ G]DF]áRZLHND. 5R]ZD*DQLDR3DVFDOX:URFáDZ06]\V]NRZVNDStwarzanie siebie, Warszawa 1994; J. Legowicz, &]áRZLHNLVWRWDOXG]ND, Warszawa 1994. 1 Studenta: „U*\ZDP\W\FKVDP\FKVáyZLNRU]\VWDP\]W\FKVDP\FK]QDNyZD]XSHá QLHVL QLH rozumiemy”4. 1DJUXQFLHVDPHMW\ONRSHGDJRJLNLPR*QDZ\PLHQLüSUG\ NWyUH V HIHNWHP NRQVXPSF\MQHJR VW\OX *\FLD F]\ WH* ILOR]RILL SRQRZRF]HVQHM 3RVtPRGHUQL]PZ\SHáQLáQLHW\ONRNXOWXU DOHUyZQLH*SHGDJRJLN .UHXMFSRVWDZ\SOuralizmu, liberalizmu, ró*QRURGQRFL VSRQWDQLF]QRFL ]QRV]F SU]\ W\P DXWRU\WHW\ L tzw. wielkie narracje (grands récits) –]QRVLZSHZQ\PVHQVLHUyZQLH*NRQFHSFM VaPHJR Z\FKRZDQLD &]\WDMF OLWHUDWXU SU]HGPLRWX PR*QD Z\PLHQLü WDNLH ZVSyáF]eVQH SUG\ Z\FKRZDQLD NWyUH QLHVWHW\ ZSLVXM VL Z U]HF]\ZLVWRü ZLDWD SRQRZoF]HVQHJR GODNWyUHJRZROQRü VWDáD VL ZDUWRFL EH]Z]JO GQ L VDP Z VRELH 3Uowadzi to do przekraczania wszelkiego rodzaju granic –SDWU]FRF]\ZLFLHSU]H]SUyzmat wyzwalania: koncepcje indywidualistyczne, emancypacyjne, feministyczne do NRQFHSFML DQW\SHGDJRJLF]Q\FK ZáF]QLH5 3RQDGWR VSRW\ND VL UyZQLH* SHGDJRJLN dla której paradygmat nauki i przyrody przybiera wymiar religijno-mistyczny. Wobec WHJRZV]\VWNLHJRPR*QDVWZLHUG]Lü*HZVSyáF]HVQHPRGHOHZ\FKRZDQLDPRJZLHOoNURWQLHSURZDG]LüGRRGSHGDJRJL]RZDQLDVDPHMSHGDJRJLNL 6:\GDMHVL *HSUREOHP HGXNDFMLZZLHFLHZVSyáF]HVQ\PSROHJDQDW\P*H]VDPHMVZHMQDWXU\QLHPR*HRQD Z\U]HF VL DQL DXWRU\WHWX DQL WUDG\FML QLHPQLHM PXVL SU]eELHJDü Z ZLHFLH którego VWUXNWXU\QLHZ\]QDF]DMX*DXWRU\WHWLQLHVSDMDWUDGycja7. :\FKRZDQLHFKU]HFLMDVNLH '\VNXVMD NWyUD WRF]\ VL G]LVLDM QD JUXQFLH SHGDJRJLNL MHVW SHZQHJR URG]DMX sensu stricteG\VNXVMWHRUHW\F]QQLHNWyU]\QDZHWVWZLHUG]*HWRG\VNXVMDznudzoQ\FK ILOR]RIyZ L WHRUHW\NyZ EDZLF\FK VL SRV]F]HJyOQ\PL VáRZDPL 1LHPQLHM MHdQDN F]áRZLHN HSRNL SRQRZRF]HVQHM ] NRQVXPSF\MQ\P VW\OHP *\FLD MDN UyZQLH* ZVSyáF]HVQD V]NRáD SU]H*\ZDMFD Já ERNL L UR]OHJá\ NU\]\V VWRM SU]HG VNRPSOLNowanym dylematem wyboru opcji fundamentalnej – Z\ERUX ]DVDGQLF]\FK ZDUWRFL 3UREOHP GRW\F]\ RGSRZLHG]L QD S\WDQLH F]\ SR]RVWDü ZLHUQ\P Z\]QDZDQ\P GRWG ZDUWRFLRP F]\ WH* SRGGDü VL SUGRZL SU]HPLDQ ]PLHU]Dü NX (UyGáRP F]\ WH* Qo4 W. Cichosz, Metodologia. Elementarz Studenta*GDVNV %OLZHUVNL:VSyáF]HVQHWHRULHLQXUW\Z\FKRZDQLD, Kraków 2001. 6 W. Cichosz, :\FKRZDQLHFKU]HFLMDVNLHZREHFSRVWPRGHUQLVW\F]QHMSURZRNDFML*GDVNV-73. 7 H. Arendt%áG1LH]GHILQLRZDQR]DNáDGNL, Kryzys edukacji, w: 0L G]\ F]DVHPPLQLRQ\PDSU]yV]á\P, 5 2 Z\P SHUVSHNW\ZRP E\ü ZLHUQ\P NODV\FH Fzy awangardzie; opozycji czy syntezie? :\FKRZDQLHFKU]HFLMDVNLHQLHSR]RVWDZLDWXWDM*DGQ\FKZWSOLZRFLSURPXMHV]Noá NWyUDRGZRáXMHVL GRPRGHOXZ\SUDFRZ\ZDQHJRSU]H]GZDW\VLFHODWLVWDZLDZ FHQWUXPVZRLFK]DELHJyZSHGDJRJLF]Q\FKWDNLHZDUWRFLjak: prawda, dobro, autoryWHWVDPRG\VF\SOLQDZ\PDJDQLHRGVLHELHLLQQ\FKNV]WDáWRZDQLHVLOQHMZROLLFKDUD kWHUXSRNRUDZREHF ZLDWDL*\FLDXF]FLZRüVXPLHQQRüLSUDFRZLWRüDMHGQRF]eQLH SU]H]Z\FL *DQLH QDPL WQRFL8. Program wychowawczy szkoá\ UHDOL]XMFHM WDNLH ZDUWRFLRGZRáXMHVL QLHW\ONRGRSHGDJRJLNLSHUVRQDOLVW\F]QHM 9DOHWH*GRKLVWRULLL GRZLDGF]H.RFLoáD :VSyáF]HVQ\ NU\]\V RVRE\ Z\PXV]D ]ZURW NX Z\RVWU]RQHM KXPDQL]DFML ZyFKRZDQLD SRSU]H] SR SLHUZV]H XNLHUXQNRZDQLH QD RVRERZ NRQFHSFM F]áRZLHND L Z\Sá\ZDMFH ] QLHM FHOH RUD] LGHDá\ Z\FKRZDQLD SR GUXJLH – SHUVRQDOL]DFM UHODFML wychowanek –Z\FKRZDZFDXF]H– mistrz i po trzecie – odpowiedni dobór metod i technik wychowawczych10. 3. Pokusa rozpaczy 2JURPQNDULHU ZRVWDWQLPF]DVLHURELVáRZRZROQRü3RGHMPXMFWHPDWHGuNDFML]DUyZQRWHRUHW\F\MDNLSUDNW\F\Z\FKRZDQLD]JDG]DMVL E\FDá\SURFHVZyFKRZDQLD L NV]WDáFHQLD SU]HELHJDá Z NOLPDFLH ZROQRFL L ]UR]XPLHQLD11. Dotyczy to ]DUyZQR Z\FKRZXMF\FK MDN L Z\FKRZ\ZDQ\FK .D*G\ F]áRZLHN MHVW VSUDJQLRQ\ Warszawa 1994, s. 231. 8 W. Cichosz, :\FKRZDQLHFKU]HFLMDVNLHZREHFSRVWPRGHUQLVW\F]QHMSURZRNDFML, dz. cyt., s. 199-209. 9 Pedagogika personalistyczna –ZF]áRZLHNXGRVWU]HJDZLDWVDPZVRELHNWyU\VZHLVWQLHQLH]aZG]L F]D %RJXE GFVWZRU]RQ\PQD-HJRREUD]LSRGRELHVWZR(J]\VWHQFMDOXG]NDMHVWZL FGDUHPZNWyU\ZSLVXMH VL ]DGDQLHVWDZDQLDVL QDZ]yU7HJR]NWyUHJRZ]L áDSRF]WHNdesiderium naturale in visionem beatificam). Ten pierwiastek zarówno w antropologii, jak i w pedagogice personalistycznej jest traktowany jako priorytetowy LPPDQHWQRüLWUDQVFHQGHQWQRüE\WXOXG]NLHJR2U GRZQLNLHPSHGDJRJLNLSHUVRQDOLVW\F]QHMMHVW-DQ3DZHá,, który w swoich encykliNDFKDGKRUWDFMDFKOLVWDFKSU]HPyZLHQLDFKLKRPLOLDFKSRGNUHOD*HMHMSRGPLRWHPMHVW RVREDLGODWHJRMHMFKDUDNWHUMHVWQLHSRUyZQ\ZDOQ\]MDNNROZLHNWZyUF]RFLGRNRQ\ZDQZ]JO GHPPDUWZHM PDWHULLVWDQRZLFHMMHG\QLHSU]HGPLRWF]\QQRFL]RE.:RMW\áD0LáRüLRGSRZLHG]LDlQRü, Lublin 1986. 10 Por. W. Dyk, Personalistyczna perspektywa wychowania, w: Wychowanie w szkole katolickiej, red. A. 6RZLVNLLNV$'\PHUÄ6]NRáD.DWROLFND´6]F]HFLQV:&LFKRV]Implikacje pedagogiczne antropologii Jacquesa MaritainaUHG0%DáDÄ6WXGLD*GDskie”, 2000, t. XIII, s. 159-173. 11 .ZHVWLD ZROQRFL WDN*H Z Z\FKRZDQLX SRVWU]HJDQD MHVW Uy*QRURGQLH =RE QS = %DXPDQFreedom, Minneapolis 1988; A. Miller, Abbruch der Schweigemauer, Hamburg 1990; teQ*HAm Anfang war Erziehung, Frankfurt am M., 1980; W. Cichosz, )LGHVHWUDWLRMDNRSU]HVWU]HNV]WDáWRZDQLDZROQRFLZSHGDJRJLFHSHUVonalistycznej, red. :'HSWXáDL:'\N6]F]HFLQV-45; R. Guardini, Grundlegung der Bildungslehre. Versuch einer Bestimmung des Pädagogisch-Eigentlichen, Würzburg 1953; J. Bagrowicz, *RGQRü RVRE\ fundamentem wychowania, w: :\FKRZDQLHQDUR]GUR*XPersonalistyczna filozofia wychowania, red. F. Adamski, Kraków 1999; T. Gadacz, Wychowanie jako spotkanie osób, „Znak”, nr 436; Thomae Aquinatis, Summa 3 ZROQRFL7RRQDGRSURZDG]LáD3ROVN GRSHáQHMVXZHUHQQRFLZURNXGR1A72DWHUD]PDGRSURZDG]LüGRwspólnoty wspólnot8QLL(XURSHMVNLHM'RNRQXMFHVL SU]HPLDQ\ URG] UyZQLH LVWRWQH S\WDQLD L ZWSOLZRFL NWyUH ZLHORNURWQLH GRW\F] UyZQLH*V]NRá\ZNWyU\PNLHUXQNXSyMüLFRXF]\QLüDE\RVLJQüZ\W\F]RQ\FHO" -DQ3DZHá,,ZLHORNURWQLHSU]\SRPLQDL*MHGQ\P]QDMZL NV]\FK]DJUR*HMHVW dzisiaj pokusa rozpaczy120R*HRQDGRWNQüQLHW\ONRURG]LFyZDOHUyZQLH*VDP\FK w\FKRZDQNyZ SR]EDZLRQ\ QDG]LHL O N R MXWUR R VZRMH PLHMVFH ZH ZVSyáF]HVQ\P SHáQ\P ]DJUR*H ZLHFLH 1LHU]DGNR G]LVLHMV]\ PáRG\ F]áRZLHN QLH SRWUDIL Z SUDwG]LHVSRMU]HüQDVLHELHVDPHJR1LHSRWUDILSU]\W\PVWDZLüF]RáDZV]\VWNLPZ\]Z aniom, wobec którycKVWDZLDJRZLDW,WRZáDQLHQLHSR]ZDODPXX]QDüPR*OLZRFL EáG]HQLDLZ\PDJDQLDRGVDPHJRVLHELHQDW\OHE\PyZLüRNV]WDáFHQLXLZ\FKRZaniu odpowiedzialnym i osobowym. Obecnie w szkole dochodzi do pewnej polaryzacji. 3ROHJDRQDQDW\P *H]MHGQHM VWURQ\SURSRQXMHVL PRGHOV]NRá\ÄWUDG\F\MQHM´D] GUXJLHMVWURQ\GRFKRG]LGRRJURPQHJRÄWDUFLD´QDSáDV]F]\(QLHZ\FKRZDQHN– autoU\WHWV]NRá\– kultura ponowoczesna. :REHFWHJRQDOH*\]DS\WDüJG]LHV(UyGáDZVSyáF]HVQ\FKSRVWDZPáRG]LH*\" &]\V]NRáDMHVWSU]\JRWRZDQDDE\VSURVWDüSRVWDZLRQHPXZ\]ZDQLX"1LHZWSOLZLH QLH PR*QD OHNFHZD*\ü GRZLDGF]H HGXNDF\MQ\FK (XURS\ =DFKRGQLHM 1LH]PLHUQLH ZD*QHMHVWDE\NRU]\VWDü]WHJRFRGREUHLMHGQRF]HQLHVDPHPX]DRIHURZDüZDUWoFLRZH SURJUDP\ G\GDNW\F]QR-Z\FKRZDZF]H 7\PF]DVHP GRü F] VWR DEVRUEXMH VL EH]NU\W\F]QLH SUDZLH ZV]\VWNR 7DNLH KDVáD MDN Uy*QRURGQRü Uy*QLFD SOXUDOL]P VSRQWDQLF]QRü–VFK WQLHSU]\MPRZDQHDSU]HFLH*ZáDQLHWHKDVáDSR]ZROLá\SyMü ZNLHUXQNXGDOHNRLGFHMHPDQF\SDFMLG]ieci13. I tak, w Ameryce czy w Europie ZaFKRGQLHMVSRW\NDP\VL ]SUDZHPG]LHFLGRVDPRVWDQRZLHQLDSUDZHPGRVZRERGQeJRZ\ERUXURGRZLVND14SUDZHPGR*\FLDEH]QDFLVNXSUDZHPGRVZRERGQHMDXWotheologica, Taurini 1922; E. Fromm, 8FLHF]NDRGZROQRFL, Warszawa 1970. 12 3RU-DQ3DZHá,,Fides et ratio=/LSLVNLApologia metafizyki, w: Wiara i rozum na progu trzeciego W\VLFOHFLD0DWHULDá\QD, .UDMRZ.RQIHUHQFM ]F\NOXÄ1DXNDQDSU]HáRPLHZLHNyZ´, red. W. DepWXáDL: Dyk, Szczecin 1999, s. 127-128, 134, 140. 13 5)DUVRQDQDOL]XMFSUDZDG]LHFLUHSUH]HQWXMHQDSU]\NáDGSRJOGL*LFKHPDQF\SDFMDQLHR]QDF]D]QLeVLHQLD ZV]HONLHM PRUDOQRFL OHF] ZáDQLH QD RGZUyW MHM ]GZRMHQLH 8ZD*D *H FHOHP G*H HPDQF\SDF\jnych MHVWIDNW\F]QLH]PQLHMV]HQLHPR*OLZRFLZ]DMHPQHJR]QLHZDODQLD=DXZD*DSU]\W\P*HQLHVSRVyEWXWDMSRPiQüNZHVWLLZ\QLNDMF\FK]VDPHMQDWXU\MDNFKRüE\EDJD*XGRZLDGF]HQLDLF]DVXSU]H*\WHJRSU]H]GRUoVá\FKL dzieci; R. Farson, Menschenrechte für Kinder. Die letzte Minderheit, München 1975, s. 9, 70-76. 14 2EHFQLHWDN*HZ3ROVFHF] VWRZW\PNRQWHNFLHSRGHMPXMHVL WHPDWW]ZV\QGURPXPDOWUHWRZDQHJR 4 kreacji. Zastanawia jednak pytanie: czy wychowanie bez jakiegokolwiek nacisku jest IDNW\F]QLHPR*OLZ\PPRGHOHPZ\FKRZDQLDOXEMDNVDPRUHDOL]DFM RVLJQLHG]LHFNR NRU]\VWDMF]SU]\VáXJXMFHJRPXSUDZD":LPL SOXUDOL]PXLWROHUDQFMLZV]\VWNRMHVW GRSXV]F]DOQH&]\MHGQDNWHVZRERGQHUHJXá\QLRVPáRGHPXF]áRZLHNRZL NRU]\ü" :\GDMHVL *HWDNLPRGHOZ\FKRZDQLDLPSHUDW\ZQLHQDOH*\RGU]XFLü$E\WHPX]aGDQLXSRGRáDüV]NRáDSRZLQQDRGEXGRZDüDXWRU\WHW7\PF]DVHPSU]H*\ZDMHJRJá ERNLLUR]OHJá\NU\]\V7RFRZF]RUDME\áRQLHSRGZD*DOQH–QDXF]\FLHO]UDFMLSHáQLonego zDZRGXRWU]\P\ZDáSRZD*Q\NUHG\W]DXIDQLD–MX*QLHZ\VWDUF]DG]LVLDMDXWRUyWHWQDOH*\]GRE\ZDü*\FLHPSU]H]ÄE\FLH´ 15. 4. Wychowanie we wspólnocie i do wspólnoty 3DVWRUDOQDPLVMD.RFLRáDLSHGDJRJLNDFKU]HFLMDVNDRGZRáXMVL GRZDUWRFL uniwersalnycK GRW\F]F\FK ND*GHJR F]áRZLHND 3RSU]H] SU\]PDW ILOR]RILL FKU]HFiMDVNLHMF]áRZLHNVDPHJRVLHELHLVZRMHJ]\VWHQFM SRVWU]HJD]MHGQHMVWURQ\MDNR dar otrzymany od Boga, a z drugiej – ZLHONLH ]DGDQLH $ ]DWHP ZROQRü HGXNDFMD Z\FKRZDQLH F]\ V]NRáD V F]áRZLHNRZL GDQH DOH MHGQRF]HQLH – zadane. Zgodnie z SRVWXODWDPLZ\FKRZDQLDFKU]HFLMDVNLHJRF]áRZLHNZVZRLPVWDZDQLXVL ÄZL FHML EDUG]LHM´QLJG\QLHPR*HVL ]DWU]\PDü:\FKRZDQLHFKU]HFLMDVNLHNRUHVSRQGXMHZ W\PPLHMVFX]WH]*DEULHOD0DUFela: homo viator F]áRZLHNZGURG]H163U]H]FDáH ERZLHP*\FLHF]áRZLHNXF]\VL LZ\FKRZXMH)LOR]RILDFKU]HFLMDVNDMHVWZL FILOo]RIL G\QDPLF]Q JG\* F]áRZLHN MHVW QLHJRWRZ\ QLHZ\NRF]RQ\ Z FLJX FDáHJR VZRMHJR*\FLDRGNU\ZDVLHELHVDPHJR]GRE\ZD WDMHPQLF VZRMHJRF]áRZLHF]HVWZD VZRMZLHONRüDOHWH*LVZRMPDáRüLVáDERü17. .DWROLFND1DXND6SRáHF]QDLP\OSHGDJRJLF]QDPyZLFQDWHPDWZ\FKRZaQLDZVSRVyEEDUG]RNRQNUHWQ\VWZLHUG]DM*HSLHUZV]\PSRGPLRWHPRGSRZLHG]LDldziecka. 15 6]HUV]H UR]ZD*DQLD GRW\F]FH W\FK NZHVWLL SRGMáHP Z Pasja etosu nauczyciela, red. Z. KropidáRZVNL „Universitas Gedanensis”, 2002, nr 2 (24), s. 49-57. 16 G. Marcel, Homo ViatorWáXP3.XELF]:DUV]DZD 17 -DQ3DZHá,,VWZLHUG]D*HZ\FKRZDQLHPDÄNV]WDáWRZDüRVRE ]HZ]JO GXQDMHMQDMZ\*V]\FHOLQDjZ]QLROHMV]H G*HQLD VSRáHF]HVWZD Z NWyU\FK E G]LH RQD *\áD MDNR F]áRZLHN GRURVá\ KDUPRQLMQLH UR]ZLMDü ZV]\VWNLHMHM]GROQRFL]GROQRüGRZ\VLáNXLSRF]XFLHRGSRZLHG]LDOQRFLSRPyFMHMZRVLJQL FLXSDQRZDQLD nad ZáDVQZROQRFL´– $E\Z\FKRZDQHNQDXF]\áVL ÄE\ü´DQLHW\ONRÄZLHG]LHü´, w: Rodzina w nauczaniu -DQD3DZáD,,$QWRORJLDZ\SRZLHG]LUHG-)XNRZLF].UDNyZV-.ZHVWLHZ\FKRZDQLD3DSLH* SRGHMPXMHWDN*HZRedemptor hominis, 1979; 0LáRüLRGSRZLHG]LDOQRü, Lublin 1982; Osoba i czyn, Kraków 5 Q\P]DZ\FKRZDQLHVURG]LFH6]NRáDMDNRLQVW\WXFMDMHG\QLHLFKZVSRPDJDDOHQLH ]DVW SXMH181LHPQLHMMHGQDNV]NRáDQLHMHVWOLW\ONRPLHMVFHP]GRE\ZDQLDZLHG]\DOH spotkaniem osób19 : WHQ GLDORJ SRPL G]\ Z\FKRZDZF L Z\FKRZDQNLHP EDUG]R PRFQR]DDQJD*RZDQLVZáDQLHURG]LFH7RRQLVDSU]\QDMPQLHMSRZLQQLE\üEOisko dziecka20:HGXNDFMLFKU]HFLMDVNLHMFHOHPSULRU\WHWRZ\PSURFHVXSHGDJRJLFzQHJRMHVW]GRE\FLHSU]H]G]LHFNRG]L NL]DELHJRPURG]LFyZV]NRá\L.RFLRáDSHáQL F]áRZLHF]HVWZD : /LFLH GR .RU\QWLDQ Z 3DZHá SLV]H Ä&]\ SRWU]HEXMHP\ MDN QLHNWyU]\OLVWyZSROHFDMF\FKGRZDVOXERGZDV":\MHVWHFLHQDV]\POLVWHPSLVaQ\PZVHUFDFKQDV]\FKOLVWHPNWyU\]QDMLF]\WDMZV]\VF\OXG]LH3RZV]HFKQLHR ZDVZLDGRPR*HFLHOLVWHP&KU\VWXVRZ\PG]L NLQDV]HPXSRVáXJLZDQLXOLVWHPQDSiVDQ\PQLHDWUDPHQWHPOHF]'XFKHP%RJD*\ZHJRQLHQDNDPLHQQ\FKWDEOLFDFKOHF] QD*\Z\FKWDEOLFDFKVHUF´.RU2, 12 -1DMZD*QLHjszym zadaniem wychowania FKU]HFLMDVNLHJR MHVW SU]HGH ZV]\VWNLP XNV]WDáWRZDQLH V]ODFKHWQHJR F]áRZLHND 6oEyU:DW\NDVNL,,Z .RQVW\WXFMLGXV]SDVWHUVNLHM R .RFLHOHZ ZLHFLH ZVSyáF]HVQ\P „Gaudium et spes”VWZLHUG]DÄZLDWG]LVLHMV]\RND]XMHVL ]DUD]HPPRFQ\LVáDE\ ZLDWWHQ]GROQ\MHVWGRQDMOHSV]HJRLGRQDMJRUV]HJo – albowiem stoi przed nim otwoUHP GURJD GR ZROQRFL L GURJD GR QLHZROQLFWZD GURJD GR SRVW SX L GR FRIDQLD VL GURJDGREUDWHUVWZDLGRQLHQDZLFL´217HVáRZDSRZLQQ\E\ü]DSURV]HQLHPGRJá ERNLHJR]DP\OHQLDQDGF]áRZLHNLHPLMHJRZ\FKRZDQLHP,WDNURG]VL ZVSyáF]esne dylematy antropologiczno-pedagogiczne. Gdy Centrum Badania Opinii Publicznej SRGDMHL*ZNZHVWLDFKQSSUREOHPXHXWDQD]MLLDERUFMLGX*DF] ü3RODNyZRSRZLDGD VL ]D RSFM ZROQ\FK Z\ERUyZ ]QDMGXMF SU]\ W\P UyZQLH* XVSUDZLHGOLZLHQLH dla ]ZL]NyZ KRPRVHNVXDOQ\FK – PR*H URG]Lü VL RJURPQ\ QLHSoNyM ']LVLHMV]\ ZLDW MHVW U]HF]\ZLFLH PRFQ\ L VáDE\ MHGQRF]HQLH = MHGQHM VWURQ\ Z\ELHUD &KU\VWXVD L ZDUWRFL D ] GUXJLHM SRGHMPRZDQH GHF\]MH QLHVWHW\ QLH V Poralne. Uzdrowienia takiego rR]SURV]HQLDZDUWRFLPR*QDV]XNDüSRSLHUZV]HZSoVWDZLHXZLDGRPLHQLD 1985. 18 $NFHQW\E GUR]NáDGDá\VL WURFK LQDF]HMZSU]\SDGNXURGRZLVNL]MDZLVNSDWRORJLF]Q\FK=RE:&ichosz, Pasja etosu nauczyciela, art. cyt., 49-57. 19 T. Gadacz, :\FKRZDQLHGRZROQRFL, „Znak”, nr 457. 20 6REyU:DW\NDVNL,,'HNODUDFMDRZ\FKRZDQLXFKU]HFLMDVNLPÄ*UDYLVVLPXPHGXFDWLRQLV´-DQ3DZHá II, Familiaris consortio. 21 6REyU:DW\NDVNL,,.RQVW\WXFMDGXV]SDVWHUVNDR.RFLHOHZZLHFLHZVSyáF]HVQ\PÄ*DXGLXPHWVSHV´, nr 9. 6 VRELH*HZVSyáF]HVQ\F]áRZLHNRGG]LHODUR]XPRGZLDU\3RGUXJLHURG]LQDLV]NRáD SRZLQQ\ SU]HGH ZV]\VWNLP KDUPRQL]RZDü NV]WDáFHQLH LQWHOHktualne (rozum) z wychowaniem religijno-morDOQ\PZLDUDZLDGRPD-DQ3DZHá,,ZHQF\NOLFH Fides et ratio – Wiara i rozum –]DSUDV]DGRUHIOHNVMLLG\VNXVMLZáDQLHQDWHQWHPDW6WZLHrG]D*HND*G\F]áRZLHNMHVWILOR]RIHP:LDUDLUR]XPVMDNGZDVNU]\GáDQDNWyU\FK GXFK OXG]NL XQRVL VL NX kontemplacji prawdy22 1DOH*\ ]DWHP áF]\ü ZLDU ] UR]umem23ERZLHPW\PFRRGUy*QLDOXG]LRG ZLDWD]ZLHU]WMHVWUo]XP-HGQRF]HQLH W\PFRLFKZ\QRVLSRQDGZLDW]ZLHU]WLZLDWUR]XPXMHVWZLDUDF]\OLáF]HQLHVL ] transcendentnym Bogiem. Tylko w równowadze tych dwóch elementów, ich symbiozie i dialogu jest mo* OLZH ]DFKRZDQLH UyZQRZDJL =DFKZLDQLH MHM F]\ WR QD NRU]\ü UR]XPX F]\ WH* QD NRU]\üZLDU\QLHVLH]HVREGX*HQLHEH]SLHF]HVWZR2SLHUDMFVL ERZLHPZ\áFzQLHQDZLHU]HURG]LVL ILGHL]Pczy fundamentalizm24]W\FK]DQXUWyZQLHGDOHNRGR IDQDW\]PXUHOLJLMQHJRLQLHQDZLFL–F]HJRZ\UD]HPE\áQSZU]HQLDURNXZ 1RZ\P-RUNX*G\MHGQDNF]áRZLHNSRSDGQLHZGUXJVNUDMQRü]DXIDW\ONRVZRMemu rozumowi, to szybko odejdzie od Boga i pRSá\QLHZDUWNLPLQXUWDPLRQWRORJL]PX scjentyzmu, eklektyzmu, pragmatyzmu, racjonalizmu, ateizmu i wreszcie relatywizmu LQLKLOL]PX6WGWH*QLHPR*HG]LZLüL*WDNZD*QHMHVWFLJáHEXGRZDQLHF]\WHOQHML RGSRZLHG]LDOQHMKDUPRQLLSRPL G]\ZLDUDUozumem. 5. Postulaty zamiast podsumowania =DUyZQRF]áRZLHNSRGGDQ\SURFHVRZLZ\FKRZDQLDMDNLF]\QQLHZQLPXF]HVWQiF]F\XVWDZLF]QLHEXGXMHWULDG URG]LFHXF]HV]NRáD:WDNLHMNRQVWUXNFMLQLH]ZyNOHZD*QHMHVWE\URG]LFHV]NRáD.RFLyáLLQQHRUJDQL]DFMHVSRáHF]QHSU]\MPRZDOL ZVSyOQHFHOHV]XNDMFUy*QRURGQ\FKPHWRGDE\MHXUHDOQLü1DSHZQRZLHOHQDW\P SROX PR*H ]URELü 0LQLVWHUVWZR (GXNDFML 1DURGRZHM L 6SRUWX DOH SU]HGH ZV]\VWNLP SHGDJRG]\ L Z\FKRZDZF\ NRPLVMH L ]HVSRá\ RSUDFRZXMFH SODQ\ G\GDNtycznoZ\FKRZDZF]H1LH]Z\NOHLVWRWQHMHVWDE\V]NROQ\SURJUDPZ\FKRZDZF]\RSLHUDáVL 22 Jan Paweá,,Fides et ratio, prolog. W. Cichosz, )LGHV HW UDWLR MDNR SU]HVWU]H NV]WDáWRZDQLD ZROQRFL Z SHGDJRJLFH SHUVRQDOLVW\F]QHM, art. cyt., s. 23-45. 24 -DQ3DZHá,,Fides et ratio, 55. 23 7 QD]JRGQRFLSRJOGyZSODFyZHNRZLDWRZ\FKURG]LFyZL.RFLRáD:JáyZQHMPLeU]HFKRG]LRWRDE\SURJUDPWHQ]DZLHUDáQLHW\ONRWRF]HJRXF]HPXVLVL QDXF]\üL wiHG]LHü DOH SU]HGH ZV]\VWNLP WR F]\P PD VL VWDü L NLP PD E\ü -DN PDZLDá Z Anzelm z Cantenbury: Credo ut intellegam albo intellego ut credam, to znaczy: wieU] DE\P]UR]XPLDái UR]XPLHPDE\PXZLHU]\á$]DWHPF]áRZLHNXF]\VL LVWDMHVL ZSHáQLVREDOHW\ONRZSHáQ\PSRV]DQRZDQLXVZRMHMQDWXU\XNLHUXnNRZXMFHMJR QDZDUWRFLL%RJD1LHP\OLOLVL ZL F-DFTXHV0DULWDLQF]\&KDUOHV3pJX\WZLHUG]F ÄUHZROXFMDVSRáHF]QDE G]LHPRUDOQDOXEQLHE G]LHMHMZFale”25. SUMMARY A good teacher, make the truth in love. .DUG\QDá6WHIDQ:\V]\VNL Nowadays nobody doubts that teachers and tutors are marked by fate in some spaecial way. These are not only „non-verbal” ornaments or meaningless words because taking up a teacher’s or tutor’s vocation itself, is an extremely important, delicate and responsible question. Being a teacher is first of all realizing that we have got an enormous gift, and making use of it in one’s life is a personal responsibility for oneself and for the other man. Being an educator, I strongly believe that certain authorities both in Poland and in Europe were historically and culturally given to people together with their position. Regardless of fulfiling the teacher’s, priest’s or policeman’s vocation, one had a certain social status. It was like that only yesterday but it isn’t so today because „today” bacame history. Nowadays the authority is not defined by a habit, law, decrees or by working in some particular institution. It’s defined by our own humanity. A strong position at school has to be worked out by teachers themselves and by the way they „fulfil” being teachers and tutors. Everybody goes back in their mind to some teachers’personalities which appeared in our lives. It happens very often that the 25 J. Maritain, &KU]HFLMDQLQDZLDWEUDNWáXPDF]DÄ&KU]HFLMDQLQD:VSyáF]HVQRü´QUV 8 credit for our success and scientific achievements goes to some brilliant teacher or tutor who was a great educator with a passion. Taking for the consideration the teacher’s ethos and responsibility, we reach the conclusion that he or she was fantastic and really made the truth in love. A statement that school does not educate nowadays, is not true. If we change the lyrics of Jerzy Stuhr’s song, we can state: everybody can educate, one better and the other can do it worse..., nevertheless, school does educate. And it may happen that one school educates bitter than the other. Could it be a bitter justification of Jean Jacques Rousseau’s words: Everything is good when it comes out of the Creator’s hands but it becomes distorted in human hands? The word passion (my article’s title) is very crucial here. It may be understood both as giving from oneselves or as experiencing some torment. At school, there are three entities which educate and are being educated: first of all - a student, because if there were no student, ther would be no school; second of all – a parent and it is only the third location where we find a teacher. After the teacher, there come institutions that manage schools: educational board, headmaster, territorial profile, department of education, ministry. The educator’s role, although it has got only the third location, is extremely vital, because this is the educator who takes care of the most important entity-object in the whole educational process: the student. Undoubtedly, teaching results says a lot about the quality of teaching itself, but it is far more probable that the non-modernist, immeasurable sphere gives the greatest satisfaction of all. The truth is that the most satisfying moments are when some naughty student who is causing a lot of educational problems and seems to be „lost”, finally finds the right track. Such a success is completely immeasurable and rarely reflected in some materialistic sphere, high position in a school ranking or in a letter of commendation. In order to reach the teacher’s work’s aim, not only should one aim to all great measurable results, but to educational results, as well. These educational aims should be perceived in terms of the three entities: educating and being educated: a child, parent and school. And even if this work isn’t appreciated at the moment, we must not forget that a real joy for a real educator is the fact that: the Republic is going 9 to be like the education of young people is (J. Zamoyski, 1595). A good teacher, make the truth in love. 10