Introduction to the issue: Pedagogical theories and philosophy

e­­‑ISSN­2084­–1043 p‑ISSN­2083­–6635­ Vol.­9­(2/2019) pp.­181–182 Published­online:­16.03.2020­ www.argument‑journal.eu

Introduction to the issue:

Pedagogical theories and philosophy

With­philosophy­becoming­more­and­more­common­a­subject­in­the­school­ curriculum­we­have­decided­to­dedicate­our­current­issue­to­relationships­be‑ tween­philosophy­and­education­in­order­to­present­various­outlooks­on­what­ is­ an­ interesting­ topic.­ Since­ inception­ this­ branch­ of­ knowledge­ has­ been­ interested­not­only­with­strict­academic­research­but­maybe­even­more­clearly­ with­dragging­people­out­of­their­caves­towards­its­illuminating­truths.­On­ the­ following­ pages­ the­ authors­ discuss­ both­ the­ tension­ between­ the­ role­ of­philosophy­as­a­science­and­as­a­mean­to­educate­as­well­as­­philosophy­as­ a path­the­individual­can­follow­to­gain­knowledge­about­herself­and­the­world. We­begin­this­issue­with­an­article­by­Philipp­Thomas­on­discrepancies­be‑ tween­philosophy­within­the­educational­and­scientific­context.­Discrepancies­ that­arise­on­the­one­hand­due­to­the­subjective­approach­to­philosophy­which­ the­author­proposes­as­more­suitable­for­students,­while­on­the­other­the­strid‑ ing­for­an­objectivity­fitting­for­the­scientific­environment.­A­somewhat­similar­ idea­forms­the­background­for­Wojeciech­Hanuszkiewicz’s­comparative­analysis­ of­the­concepts­of­Natorp,­Dewey­and­Hessen.­The­common­thread­in­their­ thought,­which­may­be­at­first­not­apparent,­bonds­philosophy­not­only­to­ education­but­in­a­wider­aspect­to­social­life­in­general­thus­revealing­the­depth­ of­influence­philosophy­can­have­over­society. From­this­all‑encompassing­viewpoint­we­move­closer­to­the­dimension­of­the­ individual­by­means­of­the­philosophy­of­Sartre­and­Beauvoir­in­Patrizia­Breil’s­ article­on­the­possibilities­of­phenomenological­pedagogy.­To­conclude­the­part­ dedicated­to­pedagogical­theories­we­delve­even­deeper­into­personal­perception­ of­the­educational­process­in­Urszula­Zbrzeźniak’s­paper­about­the­material­di‑ mension­of­learning,­the­plight­of­the­individual­in­its­most­intimate­state­—­as­ a­singular­body.­The­article­serves­not­only­as­a­description­of­­Freire­and­Illich’s­ thinking­on­the­subject­but­also­a­proposal­on­the­possibility­for­their­expansion. The­following­contributions­cover­diverse­issues.­Antoni­Torzewski’s­article­ studies­the­concept­of­moral­religion­and­its­possible­contemporary­implications.­

182 Introduction to the issue

Paweł­Wójs­writes­about­the­issue­of­guilt­in­Jasper’s­philosophy­in­the­context­ of­ post‑WWII­ Germany.­ He­ describes­ how­ the­ process­ of­ forgetting­ guilt­ went­on­to­affect­Germans­as­well­as­their­rejection­of­moral­responsibility.­We­ return­to­the­field­of­the­philosophy­of­religion­with­Paweł­Sznajder’s­article­ on­three­different­reinterpretations­of­one­of­the­most­important­theological­ concepts­in­European­philosophy­namely­the­incarnation­of­the­Son­of­God.­ Jung’s,­Gadamer’s­and­Henry’s­attempts­at­rethinking­this­idea­prove­to­be­ valuable­not­only­for­interpreting­incarnation­itself­but­also­provide­a­founda‑ tion­for­considering­other­major­theological­issues.­Michel­Henry­stays­with­ us­for­the­next­paper­which­Andrzej­Gielarowski­dedicates­to­the­religious­re‑ lationship­and­concept­of­mysticism­in­the­theory­of­this­French­philosopher.­ While­the­analysis­refers­to­the­philosophical­concepts­of­Schopenhauer­and­ Master­Eckhart,­it­also­seeks­to­extend­its­value­as­a­solution­to­contemporary­ cultural­problems­by­bringing­back­concepts­which­have­been­perhaps­unfairly­ forgotten.­The­final­of­our­strictly­philosophical­papers­strays­from­the­theme­ of­religion­into­the­realm­of­probabilism.­Paweł­Pruski­discusses­the­issue­of­ objectivity­in­contemporary­scientific­applications­of­the­theory­of­probability.­ The­problems­which­arise­out­of­the­debate­on­determinism­and­its­relation‑ ship­with­probability­present­some­interesting­matters­for­discussion. In­this­issue­we­also­present­a­text­of­a­lecture­by­Paulina­Sosnowska­given­ at­Augsburg­University­in­2018.­The­lecture­concerns­the­relationship­between­ philosophy­and­pedagogy­as­observed­by­Hannah­Arendt­and­Martin­Hei‑ degger­through­the­lens­of­their­historical­experience­with­twentieth­century­ totalitarianism.­It­constitutes­a­reprise­of­this­issue’s­main­theme. Finally­we­have­two­book­reviews:­the­first­one­by­Urszula­Zbrzeźniak­con‑ cerns­­the­interesting­topic­of­learning­through­sound­Listening and

acouologi-cal education­by­Małgorzata­Przanowska.­While­the­other­constitutes­an­eulogy­ of­irony­in­the­form­of­Paweł­Kłoczowski’s­comments­on­Piotr­Bartula’s­col‑ lection­of­essays,­here­found­to­be­an­interesting­read­for­anyone­even­slightly­ interested­in­philosophy.­ We­wish­you­a­pleasant­and­interesting­read. Wojciech HanuszkieWicz* anna szkLarska* Editors­of­the­issue *  Ph.D.,­assistant­professor­at­the­Chair­of­Social­Philosophy,­Department­of­Philosophy­ and­Sociology,­Pedagogical­University­of­Cracow,­Poland.­E‑mail:­wojciech.hanuszkiewicz@ up.krakow.pl.

**  Ph.D.,­ assistant­ professor­ at­ the­ Chair­ of­ Social­ Philosophy,­ Department­ of­ Phi‑ losophy­and­Sociology,­Pedagogical­University­of­Cracow,­Poland.­E‑mail:­anna.szklarska@ up.krakow.p.