Notes on an International Context of Korczak's Pedagogical Legacy (original) (raw)
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Topicality and Relevance of Janusz Korczak’s Pedagogical Approach to Children and Their Upbringing
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II, 2014
Janusz Korczak's ideas and practical pedagogical achievements permanently went down in the history of Polish and world pedagogy. They have become a unique source of knowledge, ideas and inspiration in the quest for new educational solutions. His rich literary works, especially the pedagogical trilogy entitled How to Love a Child, is both a source of knowledge and inspiration for further reflection and research in the field of pedagogic sciences and an encyclopaedia of practical knowledge in the area of care, upbringing and education. The purpose of this article is to depict Korczak as a person, tutor, guardian, researcher-clinician and show his moral credibility confirmed with testimony to love. Not only does it present the topicality and importance of his pedagogical message but it also indicates the possibility of being a role model for many of today's tutors and teachers 1 .
Multidisciplinary Journal of School Education, 2021
The scientific aim of the article is to present the characteristics of an old text: Prawo dziecka do szacunku [A Child’s Right to Respect] by Janusz Korczak. The method adopted for the article is a semantic and structural analysis of the pedagogical book, in which the educator presented issues regarding key concepts of pedagogy, such as education, upbringing, and care. The pedagogy book under analysis does not fit into the contemporary framework of scientific language, but it still brings up-to-date findings on pedagogical practice. Janusz Korczak’s pedagogical texts should be obligatorily included in the reading canon of theoreticians and practitioners of education.
The Colonization of Childhood: The Critical Pedagogy of Janusz Korczak
Symbolic violence in socio-educational contexts. A post-colonial critique., 2017
The colonial discourse joins power and knowledge and is intimately linked with cultural and economic oppression. The conceptualization of childhood in Western society, the Child as the 'last savage' and the resulting institutional contexts runs parallel to the direct or insidious colonization strategies of past regimes. The body of work about children and childhood, particularly in education, form a developmental discourse which systematises and naturalises how the Child is understood. Over a century ago, Janusz Korczak published a scathing critique of "contemporary schooling" in Europe, resonating with a Foucauldian tone, describing the oppressive systems intersecting with age, gender, class and ethnicity to reproduce the societal norms and inequalities. Korczak challenged the pervasiveness of educational ideas such as evolutionary bias and developmentalism which continue their influence today. By undertaking a critical comparative (re-)reading of some of his lesser known writing, under the glare of Foucault, a post-humanist interpretation of Korczak emerges. By moving decisively beyond the adult/child dichotomy and differing from the fixed structures of his progressive education contemporaries, Korczak's pedagogical alternative offers critical theorists a new starting place to explore the metaphysical relationship between the knower and the known. As an educationalist who was simultaneously active across the main dimensions of education; ideology, research and practice, Korczak's everyday activism stands in contrast to the prevalent pedagogy of innocence and sympathy. Working from the 'bottom up', Korczak's vision demonstrates resistance to power, providing a refresh to philosophical discussions and presents new possibilities for ethical and democratic practice.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2018
In ontogenetic development, the child is a unique and specific being. In addition to his/her personal biography, s/he is also defined by general social visions and values. Significant in this regard are Vygotsky's (1996) attempts to confirm the thesis on the close relationship between the cultural and historical context in which children live with someone, between the child and childhood, his/her activities, or the pace and the quality of progress. New social studies of childhood (be they from a historical or social perspective) and the prevailing concept of childhood show that children's lives are shaped by the social and cultural expectations of adults. The image of childhood should not be dismissed as a critical period which represents narrow "windows" of time in which a specific part of the body is most sensitive to the absence of stimuli (deprivation) or the impact of the environment (enriched environment). The paper will examine some of the contradictions and unacceptable tendencies that occur in the interpretation and implementation of a modern paradigm of early and preschool education, and education in the area of educational practice. In particular, the analysis will relate to the position of teachers in the process of children's activities from the perspective of their teaching and development. The evaluation of teachers' specific positioning within dynamic practical areas is a reflection of their current personal and professional competencies, as well as their overall professional habitus.
THE CHILD’S RIGHT TO DEATH IN THE PERSPECTIVE OF KORCZAK’S PHILOSOPHY OF CHILDHOOD
ETHICAL THINKING PAST & PRESENT (ETPP 2018/19) MAN AND DEATH (Eds. Vasil Gluchman – Marián Palenčár), 2019
The article is devoted to the problem of interpretation of the thesis on the child's right to death formulated by Janusz Korczak. This Polish scholar and pedagogue formulated the three most important rights of the child in an essay entitled How to love a child? from 1918. In the first place, he granted the children's right to death. The idea of the child's right to death may be perceived as an inconsistent element with the most popular interpretations of Korczak's thought, often the metaphorical, ambiguous and problematic nature of this idea are emphasized. In the paper I present ways to interpret the idea of the child's right to death in the perspective of Korczak's philosophy of childhood at selected authors. An own interpretation will also be proposed, emphasizing the axiological and anthropological bases of the Korczak's system of education and reconstructing the Korczak's vision of the child and childhood.
Humanization of Education in the Context of Janusz Korczak Pedagogical Ideas
Review of European Studies, 2015
The article investigates the problems of humanization of education. It updates the main objectives and results of this process: direction of the process of children's training and education in the development of the individual as an active subject of his perfection; change of the relationship in the dyad "adult-child" , in which each respects the dignity of the person and another takes his goals, needs and interests. As the education paradigm shift factor in modern Russia a positive educational experience is named. The article reveals the pedagogical concept and practice of a prominent Polish humanist educator Janusz Korczak. His ideas became the basis for the establishment in 1993 of Korczak integration camp "Nash Dom" ("Our House"). Educational work in the camp is built on the ideas of J. Korczak intrinsic value of childhood, child rights, the dialogue between adults and children as their dominant relationship of forgiveness as a basic principle of academic work, the attitude to the child not as an abstract figure, but as a particular person and his real life. The authors describe a 23-year-old experimental work of this camp, forms and methods of humanization of childhood space.
Janusz Korczak's Pedagogical Approach as Seen in the Structure and Operation of Mały Przegląd
Yanush Korczak is considered one of the most important educators of the last century for his work as a teacher, administrator, author and more. One of his main attributes is the creative ways he got children involved, in sometimes unconventional manners. However, most of the studies on these topics are analysed through the lense of his writings while we don't always have an idea of how these ideas were put into practice. One of the ways in which Korczak brought his educational vision into reality was through the establishment of Mały Przegląd ('The Little Review'), a weekly newspaper produced by children and for children, and overseen by Korckzak. This operation gives us a unique inside look into the educational and pedagogical underpinnings of Korczak’s educational philosophy through both the content as well as the structure of the newspaper. In the first half of the essay we will take a look at the history of the paper and its evolution through the years. We will also try and understand the structure and operation of the paper. This analysis will include questions of who ran the newspaper? What was its function? Who was the audience? What was the hierarchy of its members? In the second half of the paper we will focus on how Korczak saw the paper as a means for child growth and how his educational philosophy is reflected in the paper. We will try and give a response to questions such as: what content did the paper produce? How is Korczak's educational philosophy brought out in both the structure and the content of the paper itself?
Inherent contradictions in the concept of the child in 19th century Hungarian pedagogic manuals
Attila Nóbik/Béla Pukánszky (eds.): Normalität, Abnormalität, Devianz. Gesellschaftliche Konstruktionsprozesse und ihre Umwälzungen in der Moderne. Errziehung, Wissenschaft und Praxis. Herausgegeben von Johanna Hopfner. Band 7. Peter Lang Internationaler Verlag der Wissenschaften. 2020. pp 255-264., 2010
Attitudes related to children and childhood in a given historical period and culture are integrated into a complex theoretical construction, a concept of the child in the mentality of the society's members. This complex image of child is not homogeneous but is divided into several components. We intend to reveal the components of this mental image through analyzing 19 th century pedagogic literature.