(Nie)koniecznie realizm : uwagi krytyczno-afirmatywne do perspektywy realistycznej w pedagogice
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AbstractThe “reality” is an important category of pedagogical thinking.
Education generates enormous layers of simulations today. But realism as an
epistemological stance – at least in some shots – it is not able to meet this category.
The text shows the dysfunctionality of disputes and reviews in the humanities
(including those in pedagogy) that are carried out according to the
dualistic division of the epistemological basis in philosophy between realism
and idealism. Paradoxically, it could dissuade the interest in reality as a crucial
category for education and pedagogical thought. The tradition of realism
is worth to read again and look for its potential, but it can’t mean building
a museum in the midst of debates in the humanities. You need to open realism
to a dialogue and an experience.
Chowanna, T. 2 (2016), s. 217-230