"Jeśli lepiej doma osobno czyli wespołek w szkołach dzieciom się uczyć" - odwieczny dylemat edukacyjny - nauka domowa czy szkolna w poglądach pisarzy staropolskich

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dc.contributor.authorŻołądź-Strzelczyk, Dorota
dc.date.accessioned2015-03-05T13:20:35Z
dc.date.available2015-03-05T13:20:35Z
dc.date.issued2014
dc.description.abstractFor centuries literature, not only pedagogical texts, have reflected a dispute about a place where to teach children: at home or at school. One could say that school teaching came out victorious from this dispute. More recently, movements arose across the world aiming to reverse this process and calling for a return to the beginnings, one could say – or to home teaching. This problem occurred in pedagogical thought in Antiquity. Opinions on this subject were put forth by Cato the Elder, Cicero, Pliny the Younger, and Quintillianus. Quintillianus was a proponent of public education and his views constituted an issue for many thinkers across modern Europe (Maffeo Vegio, Erasmus of Rotterdam, Juan Luis Vives). Polish thinkers, too, often read Quintilian’s works, citing his arguments and views. These were Sebastian Petrycy of Pilsen, Erazm Gliczner Skrzetuski, and Szymon Maricius. Mikołaj Rej was opposed to school teaching. At the end of the First Polish Republic, people also wondered about this problem, although voices in favor of public education were more and more pronounced. Homeschooling was supposed to be an introduction to school education, as Ignacy Potocki saw it. This problem also appears in nineteenth-century writings, including the works of Ignacy Lubicz Czerwiński. The discussion on where to better educate young people was a part of the Renaissance dispute about the value of science and skills. The opposite (as was believed) side was taken by philosophers – school people and politicians – men of action. On the one hand there was a contemplative life devoted to approximating the truth and acquiring knowledge: this was the school model and school education. On the other hand there was active life, which was understood as involvement in public or economic activity. In this case, school knowledge was criticized as useless and theoretical and therefore a need for a different way of educating young people was emphasized, including in family homes, by parents or teachers and educators hired by them.pl_PL
dc.description.articlenumber3pl_PL
dc.description.journaltitleStudia Edukacyjnepl_PL
dc.description.number31pl_PL
dc.description.pageof45pl_PL
dc.description.pageto58pl_PL
dc.identifier.citationStudia Edukacyjne, 2014, nr 31, s.45-58pl_PL
dc.identifier.doihttps://doi.org/10.14746/se.2014.31.3
dc.identifier.isbn978-83-232-2781-6
dc.identifier.issn1233-6688
dc.identifier.urihttp://hdl.handle.net/10593/12775
dc.language.isoplpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjecthome educationpl_PL
dc.subjectschool educationpl_PL
dc.subjectold Polish periodpl_PL
dc.title"Jeśli lepiej doma osobno czyli wespołek w szkołach dzieciom się uczyć" - odwieczny dylemat edukacyjny - nauka domowa czy szkolna w poglądach pisarzy staropolskichpl_PL
dc.typeArtykułpl_PL

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Studia Edukacyjne, 2014, nr 31