https://doi.org/10.31261/CHOWANNA.2009.S.02
The great pedagogical triptych by Bronisław F. Trentowski, „Chowanna”, remains to this day an unrivaled model of an integral approach to theory and history. Moreover, it serves as an exemplary instance of connecting pedagogy not only with psychology or sociology, but above all with philosophy—philosophy that resists any form of reductionism in the aims, content, methods, and means of education and teaching. Primarily for these reasons (which have not yet been fully appreciated or utilized), this work of our great philosopher and educator can—and indeed should—serve as an inspiration for contemporary pedagogical reflection and practice. The crisis of contemporary pedagogy, related to the dramatic transition from orthodoxy to heteronomy, means that the task of this scientific discipline is to make use of every opportunity to understand its identity—an identity not discovered through unity of understanding, but rather through diversity, and even through ambiguity that operates through paradoxes. As William James once said: “After all, extravagance rather than economy may be the key to reality.” Every pedagogical concept serves to satisfy certain needs of its creator, which in no way prevents it from conflicting with other approaches—since none of them can claim absolute truth. Each represents only a more intuitive, logical, emotional, or perceptual modality of adaptation to a specific reality. The quality of understanding increases as we reach the full complexity of different propositions and move toward greater sophistication. The progress of pedagogy does not lie in eliminating or diluting differences, but in ever better reconciling unity with diversity.
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2009
Published: 2020-08-12
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