The Concept of Authority in Pedagogical Thinking

dc.contributor.authorLorenzová, Jitka
dc.date.accessioned2018-03-26T08:57:47Z
dc.date.available2018-03-26T08:57:47Z
dc.date.issued2017
dc.description.abstractThe article aims to illustrate how pedagogical authority has changed against the backdrop of the developments in our concept of the relationship between children and adults. It maps out selected concepts of authority in pedagogy (the platonic, democratic and patriarchal models), follows the transformations of the parent-child relationship in a psychohistorical context, and outlines the distinctions between authority and authoritarianism. Further arguments relate to the necessity of partnership in the model of pedagogical authority and demonstrate the shift from the disciplinary to the personalizing code of education, in conjunction with Bernstein's concept of invisible pedagogy. The text also deals with the contradictions and paradoxes that characterize contemporary childhood and complicate any clear-cut notion of pedagogical authority. The conclusion is that the current ambivalence surrounding pedagogical authority requires a renewal of the debate about educational ideals, especially the humanizing goal of education in post-industrial society.pl
dc.identifier.citationStudia Edukacyjne, 2017, nr 43, s. 385-402pl
dc.identifier.doihttps://doi.org/10.14746/se.2017.43.23
dc.identifier.issn1233-6688
dc.identifier.urihttp://hdl.handle.net/10593/22412
dc.language.isoengpl
dc.publisherWydawnictwo Naukowe UAMpl
dc.rightsinfo:eu-repo/semantics/openAccesspl
dc.subjectauthoritypl
dc.subjectmodels of authoritypl
dc.subjectpedagogical relationshippl
dc.subjectinvisible pedagogypl
dc.subjectsocializationpl
dc.subjectcomplex humanitypl
dc.titleThe Concept of Authority in Pedagogical Thinkingpl
dc.title.alternativeIdea autorytetu w myśleniu pedagogicznympl
dc.typeArtykułpl

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Uniwersytet im. Adama Mickiewicza w Poznaniu
Biblioteka Uniwersytetu im. Adama Mickiewicza w Poznaniu
Ministerstwo Nauki i Szkolnictwa Wyższego