(2026) Science and education, 1, 167-173. Odessa.
Tetiana Shostachuk,
Candidate of Pedagogical Sciences, Associate Professor,
Associate Professor at the Department of Fine Arts and Design,
Zhytomyr Ivan Franko State University,
40, Velyka Berdychivska Str., 40, Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0000-0002-4542-2835
DEVELOPMENT OF POLISH CULTURAL PEDAGOGY IN THE CONTEXT OF SOCIO-CULTURAL CHANGES AND EUROPEAN INTEGRATION (1989–2000S)
SUMMARY:
The purpose of the work is the theoretical analysis of the period of “conceptualization and fundamentalization” of Polish cultural pedagogy (1989–2000s). The study aims to identify the mechanisms for the restitution of the humanistic tradition in the conditions of the democratic transition, the de-ideologization of education, and the search for new axiological landmarks within the European educational space. To achieve this goal, a complex of complementary methods was utilized: historical-pedagogical analysis (to trace the evolution of the concepts of Polish authors), the comparative method (to contrast the ideologically “closed” and theoretically “open” models of pedagogy according to S. Wołoszyn), the hermeneutic method (to interpret the scientific works of J. Gajda and B. Suchodolski in the context of the socio-cultural breakthrough), and the systems approach, which allowed for the examination of cultural pedagogy as a holistic system of duties and values that ensure an individual’s spiritual identity. For the first time, the role of the Lublin school of J. Gajda in overcoming the crisis of legitimacy in pedagogical science has been systematically analyzed. The status of cultural pedagogy as a “navigator” in the conditions of the “global village” is justified, providing a framework to harmonize technical progress with the spiritual self-development of the individual. It has been established that the upheaval of 1989 caused an epistemological rupture, necessitating a departure from socialist doctrine in favor of methodological pluralism. S. Wołoszyn substantiated the transition to “open” pedagogy, while B. Suchodolski defined the situation as a “loss of a stable foothold”, which led to a radical reconstruction of upbringing. It is proven that Poland’s integration into the European space actualized the appeal to “absolute values” and “tragic humanism” (I. Wojnar) as means of protecting individuals from civilizational shallowing. At the turn of the millennium, cultural pedagogy transformed into an independent field that, through engagement with cultural heritage, ensures the formation of an active recipient capable of creative realization in conditions of postmodern uncertainty.
KEYWORDS:
cultural pedagogy, systemic transformation, European integration, axiology, open pedagogy, identity, cultural values, upbringing
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