https://doi.org/10.31261/CHOWANNA.2003.21.05
The new dimensions of social life in Poland at the turn of the 20th and 21st centuries have been marked by an in-depth and wide-ranging discussion on the nature of the development of special education pedagogy—both as a theory and in terms of its social functions. This has become particularly relevant as education and special support for people with disabilities are expected to align with the standards adopted in most European countries, following the principle: “a person with a disability is a full-fledged citizen of Europe.” The countries of the European Union primarily advocate for the convergence of educational systems and the implementation of priorities related to: equal opportunities in life and education, improvement and modernization of the quality of education, vocational and social rehabilitation, adaptation to labor market needs and employment, as well as normalization of life in the realms of culture, art, and sports. Issues related to investing in human capital are especially significant when it comes to the living situations and needs of people with disabilities, who are particularly vulnerable to psychological anxieties and socio-civilizational threats in today's world—a world characterized by both crossroads and hopes. The theoretical and empirical achievements of special education pedagogy—most evident in its practical applications—primarily concern the formation of new philosophical concepts regarding the meaning of life, development, and education for individuals with disabilities. Methodological pluralism, interdisciplinarity, complexity, pragmatism, praxeologism, and empirical realism have contributed to new theoretical paradigms for conducting research, while also emphasizing the value and quality of each human life as the ultimate goal of pedagogical sciences and their related disciplines—especially social and resocialization pedagogy. Contemporary scientific and research orientations are characterized by a continuous search for theoretical contexts for the development of special education pedagogy. These contexts reflect a clear shift “from traditionalism to postmodernity” in various problem areas, current methodological perspectives, interdisciplinary interrelations, and social conditions.
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Vol. 2 No. 21 (2003)
Published: 2025-08-18
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