Pobierz - Cichosz.pl

1. Autor: ks. Wojciech Cichosz
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1. Rozmycie aksjologiczne
„Zgodnie z nakazem Jezusa Chrystusa: ,G(FLHZL
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O chr]HFLMDVNLPZ\FKRZDQLXPáRG]LH*\Ä'LYLQLLOOLXVPDJLVWUL´, Warszawa 1938 (przedruk z autoryzowanego
SU]HNáDGX3RO\JORWW\ZDW\NDskiej).
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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
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W. Cichosz, Metodologia. Elementarz Studenta*GDVNV
%OLZHUVNL:VSyáF]HVQHWHRULHLQXUW\Z\FKRZDQLD, Kraków 2001.
6
W. Cichosz, :\FKRZDQLHFKU]HFLMDVNLHZREHFSRVWPRGHUQLVW\F]QHMSURZRNDFML*GDVNV-73.
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H. Arendt%áG1LH]GHILQLRZDQR]DNáDGNL, Kryzys edukacji, w: 0L
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wychowanek –Z\FKRZDZFDXF]H– mistrz i po trzecie – odpowiedni dobór metod i
technik wychowawczych10.
3. Pokusa rozpaczy
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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
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áDSRF]WHNdesiderium naturale in visionem beatificam).
Ten pierwiastek zarówno w antropologii, jak i w pedagogice personalistycznej jest traktowany jako priorytetowy
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który w swoich encykliNDFKDGKRUWDFMDFKOLVWDFKSU]HPyZLHQLDFKLKRPLOLDFKSRGNUHOD*HMHMSRGPLRWHPMHVW
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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
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EáG]HQLDLZ\PDJDQLDRGVDPHJRVLHELHQDW\OHE\PyZLüRNV]WDáFHQLXLZ\FKRZaniu odpowiedzialnym i osobowym. Obecnie w szkole dochodzi do pewnej polaryzacji.
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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
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dzieci; R. Farson, Menschenrechte für Kinder. Die letzte Minderheit, München 1975, s. 9, 70-76.
14
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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.
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SRGHMPXMHWDN*HZRedemptor hominis, 1979; 0LáRüLRGSRZLHG]LDOQRü, Lublin 1982; Osoba i czyn, Kraków
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1985.
18
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19
T. Gadacz, :\FKRZDQLHGRZROQRFL, „Znak”, nr 457.
20
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II, Familiaris consortio.
21
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ratio – Wiara i rozum –]DSUDV]DGRUHIOHNVMLLG\VNXVMLZáDQLHQDWHQWHPDW6WZLHrG]D*HND*G\F]áRZLHNMHVWILOR]RIHP:LDUDLUR]XPVMDNGZDVNU]\GáDQDNWyU\FK
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transcendentnym Bogiem.
Tylko w równowadze tych dwóch elementów, ich symbiozie i dialogu jest mo*
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scjentyzmu, eklektyzmu, pragmatyzmu, racjonalizmu, ateizmu i wreszcie relatywizmu
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5. Postulaty zamiast podsumowania
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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
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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