Redaktor naczelny:
dr Mariola Świderska Sekretarz redakcji:
dr Mariola Świderska Rada programowa:
Józefa Brągiel, prof. zw. dr hab., Uniwersytet Opolski, Poland Arthur Ellis, Professor of Education, Seattle Pacific University, USA Reinhard Golz, Prof., Leibniz Universität Hannover, Germany
Emilia Janigova, Doc. PhDr. Ing., Katolicka univerzita v Rużomberku, Slovakia Anna Kwak, prof. zw. dr hab., Uniwersytet Warszawski, Poland
Tadeusz Pilch, prof. zw. dr hab., Uniwersytet Warszawski, Poland
Andrzej Radziewicz‐Winnicki, prof. zw. dr hab., Społeczna Akademia Nauk, Poland Łukasz Sułkowski, prof. zw. dr hab., Społeczna Akademia Nauk, Poland
Andrzej Michał de Tchorzewski, prof. zw. dr hab., Uniwersytet Gdański, Poland Mikołaj Winiarski, prof. zw. dr hab., Społeczna Akademia Nauk, Poland Anna Żilova, Prof. PhDr., Katolicka univerzita v Rużomberku, Slovakia André Boyer, Prof. Emérite, Université de Nice Sophia‐Antipolis, France Cristina Montesi, PhD, Università degli Studi di Perugia, Italy
Abdel Hakim Doukkali, Prof., Université Internationale de Casablanca, Morocco Maria Uramova, Prof. Ing., PhD., Matej Bel University in Banska Bystrzyca, Slovakia Mariola Świderska, dr, Społeczna Akademia Nauk, Poland (przewodnicząca)
Redaktor naukowy numeru:
Grzegorz Ignatowski
Redakcja „Pedagogiki Rodziny. Family Pedagogy”:
Społeczna Akademia Nauk ul. Sienkiewicza 9, 90–113 Łódź 42 664 66 21, e‐mail: mariouka@wp.pl
© Copyright by Społeczna Akademia Nauk
ISSN: 2543‐862X
Skład i łamanie, korekta: Jadwiga Poczyczyńska Projekt okładki: Marcin Szadkowski
Wersja elektroniczna jest wersją pierwotną.
Wszystkie artykuły naukowe w czasopiśmie zostały zrecenzowane zgodnie z wytycznymi Ministerstwa Nauki i Szkolnictwa Wyższego.
T ABLE OF C ONTENTS
D
ISSERTATIONSGrzegorz Ignatowski
Joseph Conrad as the Modern Teacher of Europe (Tragic Fate of Women
in Two Short Stories) ... 7 Barbara Lulek
Love, Liberty and Responsibility. Parents and Teachers’ Relations
in Primary Schools... 15 Viktoriia Molochenko
Providing Dialogue of Educational Interaction with Students for Formation the Readiness to Partnership ... 27 Alla Davidchuk
Choice in the Structure of Readiness for the Value Self‐determination
of Senior Pupils... 35 Oksana Voloshyna
Deontological Aspects in Teacher’s Professional Training ... 45 Viktor Tarantei, Adam Bujak
Tackling Social Exclusion of Older People ... 53 Olga Averyanova
Problems of Education in the Modern World... 67
Dorota Ruszkiewicz
Man‐father vs. Man Not‐father ... 83 Joanna Dworakowska, Agata Tymicka
The Feeling of Emotional Support on the Part of Parents vs. Sexual
Initiation of Female Students before Coming of Age ... 95 Natalia Dmitrenko
Prevalence of Cyberbullying among Ukrainian Young People ... 107
D ISSERTATIONS
Pedagogika Rodziny, Family Pedagogy nr 8(4)/2018, ss. 714
Grzegorz Ignatowski1 University of Social Sciences
Joseph Conrad as the Modern Teacher of Europe (Tragic Fate of Women in Two Short Stories)
Summary: The problem of tragic fate of women, their loneliness in confrontation with violence, is one of the most important issues in contemporary literature. These issues were also close to Joseph Conrad. 2017 marked the 160th anniversary of the birth of this famous writer. It is therefore worth to address these problems in the Jubilarian's works, who like no one else could reach the very core of human loneliness. His collection of short stories Twixt Land and Sea includes the stories of Alice and Freya. The first of them, cold, living in solitude, deprived of feelings, confessed that she did not love anything and anybody. She was then a dead woman, although still alive. Freya died physically. Her fate reminds us that excessive reason while in love always leads to tragedy, well known to ancient writers.
Key words: women, loneliness, death, responsibility.
Introduction
Two issues related to women cast a shadow on our social life. The first is the prob- lem of equal rights for women and men. It should be noted here that a discussion on this subject, which should not take place in the civilized world at all, is very of- ten generated by unwise statements by politicians. I do not just think about the opinions of men, but also of women who are too harshly critical of initiatives un- dertaken by certain non-governmental social movements. Indeed, some statements by representatives of feminist movements seem to be sometimes difficult to accept.
But what can be expected from others when the fundamental rights of every hu-
1 gignatowski@spoleczna.pl
man being are questioned? The other theme that emerges in our social life – I do not think here in any case of countries occupied with terror – is the issue of vio- lence. Its existence is not only proven by the statistics of the police, but also by the experience of our daily lives.
The difficult fate of modern women can also be seen in the context of litera- ture. It is present in many novels where menacing acts of jealousy are just sparking.
They can be found in the works condemning poverty or social inequality. It should be reminded here that literature has contributed to the sensitization of modern societies to all acts of violence and inequality.
In this work the author focus on the tragic fate of women and the death, which we find in two short stories by Joseph Conrad from the collection Twixt Land and Sea. Of course, specialists are well aware of the fact that this subject is present in many of his other novels. Let us try to explain why the above-mentioned collection has been chosen as the basis for the analysis.
First, let us note that the interest in the writer is more general. Namely, on 22 June 2016, the Sejm of the Republic of Poland decided that 2017 would be the year of Joseph Conrad-Korzeniowski. In the resolution adopted on that day we read that “3 December 2017 marks the 160th birthday of the writer. The son of Polish patriots, Siberian exiles, was a great writer meritorious for Polish and world litera- ture. His literary output has made him one of the world's most famous creators”.
The Sejm did not fail to note that Conrad had undertaken issues important for the our continent in his works. Exactly, “more than 100 years ago he outlined a vision of Europe without borders, which would be the basis for the lasting peace between European nations. The influence of Joseph Conrad's work on contemporary litera- ture has a timeless dimension, and his masterpieces such as Lord Jim, The Shadow Line, Heart of Darkness and The Secret Agent have entered the canon of reading for all times”. In the Sejm's resolution we read the statement that “Joseph Conrad's writ- ings contain universal ethical values” [Uchwała Sejmu Rzeczypospolitej Polskiej 2016].
Let us highlight a few things here. First of all, the writer in his works dealt with many topics related to social life [Maya 2018]. Second, the works mentioned in the Sejm’s resolution are well known to many readers. However, in the context of the past Conrad's year, it is necessary to reach for his other works. Third, which is also of some significance, the aforementioned collection appeared in quite a break- through moment in the life of the writer. In the introduction to Twixt Land and Sea Conrad did not hesitate to mention women precisely. We can say that one of them died in ethical terms and the death of the other one was physical.
Joseph Conrad as the Modern Teacher of Europe (Tragic Fate of Women in Two Short Stories) 9
Background of the stories
Joseph Conrad's first novel, entitled Almayer's Folly, was published in 1895. In his writings we can see many personal experiences, and the protagonists were not imaginary characters. It is similar in the case of the Twixt Land and Sea collection of stories, which was published in October 1912. The context of this publication is twofold. The first is literary and the other – historical – related to the writer's per- sonal experiences.
Joseph Conrad wrote many important works in the years preceding the Twixt Land and Sea collection. Let us just mention The Nigger of the Narcissus [1897], Lord Jim [1900], Nostromo [1904] or Under Western Eyes [1911]. The writer has not avoided shorter works, such as novellas and dramas. Let us list here The Lagoon [1896] and Youth [1902], which included Heart of Darkness and Amy Foster [1901].
When describing Conrad's works, we must not forget that after 1912, his writ- ings’ leve’ was not as high as in previous years. Zdzisław Najder [1980, p. 137]
writes that the output from 1896–1910 exceeds his later works not only in quantity but also in quality. It is interesting that similar thesis was first put by Virginia Woolf and then followed by John Galsworthy. Nevertheless, it was in this second period that the works that gave the writer a great success and money were created. Finan- cial problems were one of the main reasons for his daily grievances and choices.
During this period, works such as Chance [1913], Victory [1915], The Shadow Line [1917], The Arrow of Gold [1919] or The Rescue [1920] were created.
It is worth noting here that Twixt Land and Sea appeared between two other well-known works of the writer that is Under Western Eyes [1911] and Chance [1913].
The first one was accepted with a modest appreciation by the critics. But it was not completely understood. It was not popular among readers either. It was very differ- ent in the case of the novel entitled Chance, which was appreciated by readers. Twixt Land and Sea collection was also welcomed positively by readers [Ford 1988, pp. X–
XI]. As Najder writes [1980, p. 162] there were no complaints, only enthusiasm.
The collection was published in 3,600 copies and exceeded not only Under Western Eyes but was larger than in case of all Conrad's previous books.
The collection which is of our interest here consists of three stories, entitled A Smile of Fortune, The Secret Sharer and Freya of the Seven Isles. Let us add that the writer also thought of including a story entitled The Partner in the collection, which was finally published in 1915 in a collection Within the Tides. A Smile of Fortune was completed in early September 1910. In the same year, Conrad began to write Freya of the Seven Isles, which he completed in February 1911. The first of the three, how- ever, was The Secret Sharer, written in November or December 1909 [Piechota 2010;
Ford 1988, pp. IX–XI].
With the story titled The Secret Sharer, the writer returned to the Far East. Con- rad himself wrote that “the only bond between these three stories is, so to speak,
geographical, for their scene, be it land, be it sea, is situated in the same region which may be called the region of the Indian Ocean with its off-shoots and prolon- gation north of the equator even as far as the Gulf of Siam”.
Out of the stories published in the collection Conrad most valued The Secret Sharer. He considered Freya as mean [Kocówna 1967, p. 61]. The readers in their opinions, however, were divided. Some claimed that it was unsuitable for publica- tion and others loved it. In the introduction to the collection, which was published in 1920, Conrad wrote that in the articles and private letters he was accused of cru- elty. Actually, “I remember one from a man in America who was quite furiously angry. He told me with curses and imprecations that I had no right to write such an abominable thing which, he said, had gratuitously and intolerably harrowed his feelings” [Conrad, Author’s Note 1990, pp. 4–5].
I mentioned earlier that the characters of Joseph Conrad's works are not imagi- nary. It should be noted here that the stories described in the stories of our interest here are related to the writer's maritime journeys [Miłobęcki 1971, p. 14]. Namely, on 18 January 1887, he departed Amsterdam as the first mate on the Highland For- est barque to the Far East. However, he did not reach the destination of his jour- ney. After a compulsory treatment in Singapore, he enlisted as the first mate on a small steamer Vidar. He then took regular courses along the coasts of Borneo and Celebes. Jerry Allen [1971, p. 272] wrote that “sailing by the Java Sea, the Strait of Makassar and the Sea of Celebes, Conrad was passing by characteristic features of the landscape, of which around seventy were to be reproduced in his books – among others, Pulau Tujuh, that is seven islands north of the Bangka Island in Freya of the Seven Isles”.
A year later, on 24 January 1888, he was appointed captain of the Otago barque. He sailed from Bangkok to Sydney and then to Melbourne. After returning to Sydney, he set out for Port-Louis in Mauritius. Men and women described in A Smile of Fortune reflect those from local stories and dramas [Szostek 2016]. The barque returns to Melbourne on 5 January 1889. In the same year Conrad left for London.
The Fate of Women in Conrad’s Stories
Due to the context of this paper we draw our attention to two women from the collection Twixt Land and Sea. In addition, the choice is made easier by the author himself, who, in the already mentioned introduction to the 1920 edition, wrote that
“two women in this book: Alice, the sullen, passive victim of her fate, and the ac- tively individual Freya, so determined to be the mistress of her own destiny, must have evoked some sympathies because of all my volumes of short stories this was the only one for which there was the greatest immediate demand” [Conrad, Au- thor’s Note 1990, p. 5].
Joseph Conrad as the Modern Teacher of Europe (Tragic Fate of Women in Two Short Stories) 11
Let us stop with Alice from the story A Smile of Fortune. We leave the narrator aside – the captain of the ship who came to Mauritius to take the bags of sugar from the island. We also skip the story of another transaction that brought him a fortune. The narrator is this year's jubilee. Who was Alice? The illegitimate daugh- ter of the married entrepreneur Alfred Jacobus and a woman unknown by name – a member of a circus group that once visited Port Louis. Jacobus fell in love with an acrobatic horse riding artist. He left his family business, his wife and daughter, and travelled with a woman around the world. We read that “his passion had tossed him at the tail of a circus up and down strange coasts, but the storm over, he had drifted back shamelessly where, social outcast as he was, he reminded still a Jacobus – one of the oldest families on the island” [Conrad 1990, p. 55]. During his absence on the island, his wife died and his daughter got married.
Kicked by a horse, the sick artist appeared on the island with her illegitimate daughter Alice. The woman soon died. Jacobus lived with Alice and a rude govern- ess on the sidelines of Port Louis. According to local families, her presence on the island was reminiscent of the old scandal. The girl was rarely seen. We read that
“since she was the age to put her hair up” she probably did not go outside the fence of the large garden. Alice has come to terms with her fate. We meet her as a lonely eighteen-year-old girl. Meanwhile, the Jacobus’ house was randomly visited by the narrator. His visits became more frequent. He fell in love with Alice, paid no atten- tion to the reputation lost day by day. Conrad writes that “in the scent of the massed flowers I seemed to breathe her special and inexplicable charm, the heady perfume of the everlastingly irritated captive of the garden” [Conrad 1990, p. 52].
In another place he stated: “I would have given up the society of the whole town, for the sake of sitting near the girl” [Conrad, p. 54].
Completely insensitive to all sorts of courtship, Alice did not know how to behave in the company of a young, rather insistent, captain doing business with his father. She openly demonstrated her disapproval of the guest. She strongly and decisively refused everything, stressed that she did not care. When she opened her mouth, she was scandalously rude and snippy. The meetings and captain's tender words did not work.
Our interests are focused on the issue of the tragic fate of women, especially of their death. The latter word appears just once in the whole story. Namely, the nar- rator says what Alice could have known about death, if she knew nothing of life.
Notwithstanding the fact that this is a moralizing statement, we admit that the community that had firmly rejected Jacobus and his illegitimate daughter was marked with death. Meanwhile, Conrad has always been in solidarity with the lone people. He was against bigotry and hypocrisy. He expressed it in the story. In a conversation with a respected port official who could not agree with the fact that the girl lived on the island with her father, he stated emotionally: “I suppose if he employed her, say, as a scullion in his household and occasionally pulled her hair or
boxed her ears, the position would have been more regular – less shocking to the respectable class to which he belongs” [Conrad, pp. 37–38].
Jerry Allen [1971, pp. 374–375] rightly noticed that Conrad portrayed a com- munity centred around the port activities, the families of former colonists living in false pretenses, all the things the writer hated. Alfred Jacobus – a calm and hard- working ship supplier, a widower – disregarded the existing canons and raised his illegitimate daughter. Their lives were overwhelmed by the conspiracy of silence. In other words, Jacobus was on the island with his daughter in complete isolation, like two outcasts on a lonely island.
It should not be forgotten that Conrad, during his stay in Port Louis, was ac- quainted with a shipping agent who had less than a seventeen-year-old daughter named Alice. The captain's reaction and his attempt to make a flirt with the girl described in the book most likely have an autobiographical origin. Conrad himself never denied this fact.
The situation in the second story is more complicated. Among the characters the most important is Freya Nelson of the Seven Isles. Conrad writes that she be longed to women whose sight is never forgotten. Namely, “the oval of her face was perfect; and within that fascinating frame the most happy disposition of line and feature, with an admirable complexion, gave an impression of health, strength, and what I might call unconscious self-confidence – a most pleasant and, as it were, whimsical determination” [Conrad 1990, p. 129].
In the novel we also meet Jasper Allen, who is in love with Freya – a young English owner of a beautiful yacht named ‘Bonita’. Carefully, as if playing with words Conrad describes the look of Jasper. The slim man's face was delicate, his hair was always undulating, and the lively glint of his steel eyes was easily seen. Fast movements sometimes resembled the flash of a sword that popped up from the sheath.
When his yacht appeared on the horizon, Freya forgot that there was anyone else in the world. More than sensible girl dreamed with her beloved that the yacht will soon become their home. It was their wealth, their wide and free world. Conrad wrote that “without her there would have been no future. She was the fortune and the home, and the great free world for them”. A few lines later he wrote that “the white sails of that craft were the white wings – pinions. I believe, would be the more poetical style – well, the white pinions, of their soaring love” [Conrad 1990, p. 134].
It is a misfortune that Freya also loved her father who raised her after her mother's death. Allen had to reconcile with her decision that she would board the boat and sail with him only after she was twenty-one. More than sensible girl did not want people to say she was too young and therefore did not know what she was doing. A bigger misfortune, however, was the fact that Heemskirk, a Dutch naval officer, also fell in love with Freya. Lower than Freya almost by a head, he had a large, shaved face, large flat brown tanned cheeks, squeezed lips and unpleasant black eyes. We can ask if Conrad, in describing the captain, did not give any relief
Joseph Conrad as the Modern Teacher of Europe (Tragic Fate of Women in Two Short Stories) 13
to his dislike towards the Dutch who owned the areas where Jasper traded and the seas he sailed. Perhaps he just wanted to strengthen the dramaturgy of the situation.
He also wrote that the officer of the gunboat patrolling those waters was a swarthy and arrogant man.
The Dutchman, humiliated by Freya, who hit him in the face, stopped Jasper's yacht at sea. Drawing on the clues that the Englishman traded arms with the local population, he stopped the yacht to escort it to Makassar, a large port city belong- ing to the Dutch Overseas Territory. In the sudden attack of anger, just before reaching the city, he directed the yacht to a coral reef. The dreams of two lovers, calmly waiting Jasper and the girl who wanted to be sensible in her decisions, ended dramatically.
The situation changed drastically. Conrad describes the damaged Jasper who walked around the city with tired eyes and a miserable face. He felt that nothing would ever bring the yacht back. Just as nothing is able to heal a pierced heart. The yacht, the pieces of which were every day stolen by natives, looked more and more hopeless. Jasper was also dying day by day. We read that he “fading daily into a mere shadow of a man, strode brusquely all along the ‘front’ with horribly lively eyes and a faint, fixed smile on his lips, to spend the day on a lonely spit of sand look- ing eagerly at her, as though he had expected some shape on board to rise up and make some sort of sign to him over the decaying bulwarks” [Conrad 1990, p. 197].
What does Freya do in this situation? When she learned about the damaged yacht she went to Singapore. A fever rapidly developed, followed by anemia. Caring father took her to Hong Kong. Freya lost her faith in herself, became ill with pneumonia and died. Before dying, she was saying in fever that she was conceited, stubborn, selfish and whimsical. She repeatedly said that she was a coward.
Let us add that this story is also based on facts. Writing on 4 August 1911 to his friend and trustee Edward Garnett, Conrad stated that there was one Sutton who
“was just about to go home to marry a girl (of whom he used to talk to everybody and anybody) and bring her out there when the ship was run on a reef by the com- mander of a Dutch gun-boat whom he had managed to offend in some way. He haunted the beach in Makassar for months and lies buried there” [Ford 1988, p. 206].
Conclusion
We do not have to ask whether we have the right to moralize based on Conrad's stories. Even in such mundane publications as cookbooks, Conrad saw ethical val- ues. An example is the introduction to A Handbook of Cookery for a Small House writ- ten by Jessy Conrad. The Jubilee stated that from a moral point of view cookbooks are beyond any suspicion. Their intention is to multiply the happiness of mankind.
Good cooking has a moralizing factor that profoundly affects our lives. Specifically,
it brings peace of mind, kind thoughts and indulgence towards one's neighbour [Barnes 2017, pp. 175, 178].
Needless to say, Conrad was able to reach the core of human loneliness. The evidence can be found both in Nostromo and Amy Foster. He treated ostracism quite loosely in A Smile of Fortune. We should never forget, however, that he has always been in solidarity with those who were considered strangers in places where they themselves decided to live or were forced to do so. He wondered about the condi- tion of the man who was supposed to be deprived of all feelings. Lonely and re- jected Alice told the captain that she did not love anything. Will it be banal state- ment if we say that we have a spiritual death of woman in this case?
The fate of one woman and the death in the physical way is touched in the story Freya of the Seven Isles. Let us note that Conrad did not value this story. In a letter to Garett, dated 12 January 1911, he wrote that he was just finishing a silly story [Conrad 1998, p. 312]. The story, however, reminds of a few ordinary things.
First of all, excessive common sense does not always lead to the intended goals when dealing with feelings. Freya died and Jasper was a victim of his blind love.
A young man who could not be obtrusive. Even when the deadly confrontation with the jealous Dutch lieutenant was approaching.
Bibliography
Allen J. (1971), Morskie lata Conrada, Wydawnictwo Morskie, Gdańsk.
Barnes J. (2017), Pedant w kuchni, Świat Książki, Warszawa.
Conrad J. (1990), Twixt Land and Sea, Penguin Books, London.
Ford B. (1988), Introduction and Notes [in:] Joseph Conrad. ‘Twixt Land and Sea’, Penguin Books, London.
Joseph Conrad (1968), Listy, Państwowy Instytut Wydawniczy, Warszawa.
Kocówna B. (1967), Polskość Conrada, Ludowa Spółdzielnia Wydawnicza, Warszawa.
Miłobędzki J. (1972), Conrad w żeglarskiej kurcie, Wydawnictwo Morskie, Gdańsk.
Maya J. (2018), Joseph Conrad i narodziny globalnego świata, Wydawnictwo Poznańskie, Poznań.
Najder Z. (1980), Życie Conrada Korzeniowskiego, Vol. 2, Państwowy Instytut Wydawniczy, Warszawa.
Piechota M. (2010), Chronologia życia i twórczości Josepha Conrada [online], http://www.conradianum.
polonistyka.uj.edu.pl/index016.html (26 września 2010), access: 19.08.2017.
Szostek, Z. (2016), Uśmiech fortuny raz jeszcze [online], http://www.polskacanada.com/zenon-szostak- usmiech-fortuny-raz-jeszcze, access: 29.08.2017.
Uchwała Sejmu Rzeczypospolitej Polskiej z dnia 22 czerwca 2016 r. w sprawie ustanowienia roku 2017 Rokiem Josepha Conrada-Korzeniowskiego [online], http://search.sejm.gov.pl/SejmSearch/
ADDL.aspx?DoSearchNewByIndex, access: 28.08.2017.
Pedagogika Rodziny, Family Pedagogy nr 8(4)/2018, ss. 1526
Barbara Lulek1 University of Rzeszow
Love, Liberty and Responsibility. Parents and Teachers’
Relations in Primary Schools
Summary: On the fundaments of man’s existence lie questions about what is valuable, significant, worth the efforts, which oriented activity and development of the individual. Therefore, the man was looking for values - behaviour patterns typical for certain community, which would be highly recog- nised by its members. Nowadays, in changing social conditions, education studies also revive the desire to read, strengthen and seeking values such as love, liberty and responsibility – unquestionable and universal values in education, as well as coexistence of environment and community as an ethical social value. In this study, the author makes an attempt in analysing the relationship between parents and teachers, in the education of children and youth in Rzeszow primary schools, from the perspec- tive of those values and extensively the manner of their interpretation and embodiment.
Key words: values, love, liberty, responsibility, parents, teachers.
Introduction
Political transformation in Poland brought many social changes affecting groups as well as individuals. Social and cultural changes touch all environmental circles including families, schools, peer groups, institutions, local and regional entities.
People find it more and more difficult to determine their status in the world of values and goals they have no time for, overwhelmed by life's uncertainties, and especially being affected by globalisation, promotion of information technologies,
1 trabka@wp.pl
quite an easy access to consumer goods and necessity to struggle with new social reality [Lulek 2011, p. 81]. In various life situations and activities undertaken, a person is confronted with choosing and defining values, or determining personal axiological space and often happens to fail [Furmanek 2015, p. 42]. The person appears to be treating these values as specific clues which help to achieve desired states such as comfort of life, utility or efficiency. Many people fixated on realising material and consumable values, misinterpret moral values simultaneously using this interpretation to explain their own actions. The values happen to be explained in an superficial manner, they become heterogeneous and sometimes even unoriginal and banal. Thus, family definitions often relate to alternative forms of marriage and family life and human dignity is not always treated as inalienable. The relativism of values forces us to find, recall as well as strengthen these values [Tischner 1988], by making them concrete and current in terms of changes that surrounds us.
Love, freedom and responsibility, as well as coexistence of environment and community are often misunderstood and misinterpreted values. Nowadays, many people think about these values in subjective sense, in terms of justifying their actions towards their spouses, children or teachers, or choosing school, career or style of life, among others. Numerous groups and individuals also appeal to these values; however, their message is often based on their synonyms – products which allow to reach them immediately [Mariański 2001, p. 375].
Love lies at the base of openness to others
Undoubtedly, love understood as care, responsibility and respect towards other people, especially children should be one of the guiding principles in parents and teachers' lives. It implicates goodness and unremitting fight with our self- centredness, expressing itself in the desire of closeness in interpersonal relations. It starts, when we begin treating other peoples' needs as our own. Going beyond, people can subject spiritually to other actors, completely, without any limits, hoping to get closer to others, co-experience and be personally with other people [Lulek 1998; Lulek 1999; Lulek 2002]. Thus, love comes through commitment to beloved person, empathy, in order to undertake specific action for another people’s welfare, i.e. cooperate with them as well as act for them [Frączek 2009, p. 194].
Love is then mutual relation of people in education which is based on common good [Wojtyła 1991]. Moreover, it gives a chance to cooperating partners for mutual affirmation, providing security, creating self-acceptance as well as authentic and open personal relations [Marszałek 1993]. Openness achieved by such a response between partners creates a chance for supporting one of the parties in difficult moments.
It must however be emphasised, that it is impossible to treat love as a learned condition, set of activities or a range of knowledge to master. It is a life attitude,
Love, Liberty and Responsibility. Parents and Teachers’ Relations in Primary Schools 17
directing your intentions and actions, which is expressed when certain educational needs and situations occur [Homplewicz 2000, p. 69]. Love of teachers and parents leads to the freedom of both parties engaged into children's education, since it means making your heart free rather than making somebody happy. Consequently, individuals reject distancing in favour of open attitude, developing the ability to listen to themselves and others. Love approach in parents and teachers’ relations characterises with intimate and friendly attitude [Homplewicz 1996, p. 201]. It creates conditions in which one person is willing to open to another person [Dziewiecki 2001].
Experiencing love enables parents and teachers to build community relations based on understanding, care and help. Parents and teachers re-evaluate their attitude towards educational process, such an experience makes them look beyond the prism of their horizons and goals. Broadened approach is based on perspective of joint interests, which is the best interest of children. Situation described here shapes the plane of Community vision, thought and evaluation. Living the life of community, leads parents and teachers to partnership in the process of education.
Partnership understood as accepting someone’s reality, values and experiencing them together [Lulek 2015, p. 144].
Searching for freedom and responsibility
Many people claim that freedom expresses the greatness of each individual but also responsibility. It is a fundamental feature of human being which lets us trigger ourselves towards ability to choose – consciously and responsibly – things that are good for us, others and God [Maritini 1993, pp. 65–72]. Thus, freedom forms a base of other features which constitute a man [Furmanek 2009, p. 33]. It is a person’s attitude conditioned with humanity, laws of nature and spiritual will [Szołtysek 2009, p. 267], which answers appearing challenges and calls [Nowak 1999, p. 159].
Freedom is a sign of a man who can reach beyond experience and human knowledge. It triggers consciousness and allows individuals to form one-syllable words such as ‘yes’ or ‘no’ in certain situations. It also conditions the ability to make decisions which are undetermined by external factors, laws of nature or any other motifs inducing our will to a certain choice. Therefore, individuals are free to desire, act and to open to other people until they harmonise with them [Lulek 1999; Lulek 2009, pp. 198–206].
Human beings are free to choose motifs together with obligations and responsibilities connected to them. Real freedom is neither chaos nor arbitrariness, however it justifies human behaviour toward truth and justice. An individual can achieve full freedom in relations with other only when his or her partner’s inner self is neither an item nor unknown power but just another person who is accepted and
taken care of. Freedom is not just a value, it comes from another dimension.
Freedom is a gift of one person to another but at the same time a freedom to somebody [Michałowski 1993, p. 64]. Freedom is based on inner discipline, responsibility for undertaken actions, solidarity and serving others, as well as on full acceptance of other human being [Mariański 2001, p. 379].
Responsibility is an integral part of freedom [Michalik 1998, p. 23]. In general understanding, responsibility means diligent fulfilment of duties, striving for the common good and being ready to bear any consequences of own choices and behaviours [Koźmiński, Olszewska 2007, p. 92]. Scientific literature understands responsibility as a moral attitude developed in people, thanks to which they are always ready to take responsibility for their actions. Therefore, responsibility is a feature of human, who differentiates between good and evil content of fulfilled actions, is conscious enough that it is part of his or her personality and the result is or will be suffering the consequence of undertaken actions. It is equally correct to state that responsibility is a certain feature of human practices and constitutes a result of directing own actions toward others [Wołoszyn 1998, pp. 12–14].
Parents and teachers’ responsibility can be examined in various dimensions.
Especially in a specific and individual dimension – a responsibility of people, present in the process of education, for themselves; responsibility of parents’
groups, teachers’ community as well as fundamental responsibility and shared responsibility of pedagogues and guardians for students and other people [Michalik 1998, p. 22]. There is also responsibility for words and deeds. The later kind of responsibility concerns the person, person’s health, safety of other people in the nearest environment, as well as common good. The first identified kind includes responsibility for promises made as well as consequences of stated opinions [Czarnecki 2008, p. 230]. Responsibility is conditioned by three groups of factors:
moral maturity comprehended as an ability to apply earlier interiorised moral principles, kindness towards people who need help, support or care, as well as motivation to gain professional and financial success based on taken measures.
These are parents and teachers’ indicators of responsibility: showing respect to others, acknowledging their rights, capacity for empathy, need and ability of getting information, efficiency of interpersonal relations, ability to formulate general moral principles, self-discipline in translating choices into actions, non-maleficence, acting in favour of other people, respecting individual autonomy, fairness and honesty in interpersonal relations [Kwieciński 1998, pp. 81–83].
A few words about research
On the above grounds, as well as her own research results, the author examined relations between teachers and parents from primary schools in Rzeszow, trying to place parents, in family and school space, on qualitative scale, levels of which are
Love, Liberty and Responsibility. Parents and Teachers’ Relations in Primary Schools 19
determined by various arrangements of the following states: 1. Love towards other people, especially children is accepted by parents as a reference value and all partnership relations with teachers on the basis of children’s best interest are built on this ground; 2. Parents accept freedom as a value indicating relation with teacher, allowing to make choices for other people, activating capacity to act towards the truth and opening to other people until harmonising with them. 3.
Parents are guided by responsibility for children, their own actions as well as for implementing the process of education in relations with teachers.
The degree of implementation in each of the identifies states, can be satisfactory or differing from social demands. Therefore, parental actions indicated by love may be limited to their own children only. However, love can reach further, towards dialogue and personal relations with teachers, being in fact a contradiction to distancing, criticism and the culture of complaining.
Freedom can also take form based on inner discipline, solidarity and serving others, complete acceptance of others or pursue a self-will measured by a range in which nobody interferes with actions. This means functioning in the circle of freedom called „from”, objecting to clearly marked rules and boundaries. However, responsibility can be understood as bearing consequences of undertaken actions towards yourself, other people – especially children, as well as common good.
Unfortunately, the last dimension often remains unimplemented.
Supposing that the degree of implementation is high, family – school relations are full of broader negotiations procedures, forming mutual solutions, deep analysis of submitted proposals, critical view of mutual relations, creating new solutions inspiring both participating parties. Low implementation of the values leads to distancing, excessive criticism and arguments. It creates an atmosphere, where different propositions and solutions, going beyond traditional and stereotypical actions and thinking about cooperation between parents and teachers, are unaccepted. Then, realistic possibility to negotiate, submitting creative solutions, initiating actions as well as inspiring each other, vanish. Spontaneous and active commitment is replaced by adjustment, channelling, internalising and fulfilling roles without modificating them [Radziewicz-Winnicki 2008, p. 450]. Such situation limits accomplishment of interacting entities to duty and obligation deriving from subjected special roles, limit activity to only few spheres as well as force instrumental actions and sense of alienation – one-dimensional existence [Rabenda- Bajkowska 1985, pp. 135–139].
Accepting these assumptions, author of this study carried out research in 2014/2015, in the following primary schools: no. 10, no. 25, no. 22 and no. 1, in Rzeszow. The research included 1200 parents of students from these primary schools. The author used survey and monographic method, as well as interviewed parents participating in parents’ councils from these schools. This study includes narrations of only 160 parents whose children are in initial classes of primary schools and are members of parents’ councils. It is caused by formal restrictions. In
the course of research, the author was looking for an answer to the following question: Which values guide parents of primary schools when initiating cooperation with people teaching their own children?
Love is an unquestionable value of parental community
Dealing with the matter of activities characterised by individuals as valuable, evoking commitment and guiding entities’ activity, author of this study wanted to determine values activating parents in schools. Therefore, the object of interest was to determine: What is the place of love, freedom and responsibility in evoking parental commitment? To what degree, these parents are guided by mentioned values? The author collected a great deal of research material, covering 157, most of them full statements, connected to understanding the values by parents taking part in the research. Up to 68 narratives were related to defining love and transferring this value to social relations in the process of education of their own children. 56 parents were talking about freedom and 43 respondents about responsibility.
Referring to the first group of responses, it should be stated that parents understand love as caring for other people’s common good, especially for their children in educational process. Thus, in their narratives we can read: “I love my child and I take a good care of him, especially when he is at school”, “I take care, that my child has all the necessary equipment, clothes and so my child wasn’t hungry”, “I do everything for my child to grow in peace and happiness”, “for me love means concern, I try to give my child the world”. Respondents emphasize therefore, that love is connected to decision making and specific measures and being present in other people’s lives. One of the mother’s says: “to love doesn’t mean to allow for anything. It is a difficult art of balance, of what you can allow for and what is good and bad for your child. It is a constant uncertainty, what is it going to be if I decide this or that”, “for me love means taking care of many things.
I’m often confused and worried, but I always have to decide”. These interviewed parents emphasize therefore worries which accompany love, deriving from aiding or making requirements. They reflect to kindness, which let’s build strength of beloved children, develop talents or just be pleased with success. Here are some examples: “…when you are with your child, it is most significant to be open, show respect, trust, smile and warmth to your child. This is love for me”, “it means being with your child closely and peacefully”, “Showing understanding, acceptance, convincing my children that they can count on me. This is how I understand love and love prompts me”. Intuitive feelings of interviewed parents indicate that love expresses giving, presuming care, respect, responsibility and knowledge. It means being glad that you are with beloved person based on giving and concern. Parents’
interpretations of love as a value settled in a broad mainstream of theoreticians and
Love, Liberty and Responsibility. Parents and Teachers’ Relations in Primary Schools 21
researchers’ exploration, who write that love is human attitude, in which we can extinguish behavioural, emotional and activity elements. M. Dziewiecki and W. Furmanka emphasize in their work devoted to love, the meaning of empathy as a need to observe the world from other people’s perspective and empathy as a condition to open wider to other people. There is however no outlined perspective of perceiving parents’ own activeness in school. Parents involved in the research treat love as a concern for children, making decisions for children, developing children’s skills, giving yourself to your child and kindness toward children. It could be said that parental narratives concerning love are limited only to children. We cannot overlook the fact that, in the process of education children become students, who naturally start to function in school environment, as well as family environment, and their development is supported also by teachers. It is quite striking that neither parents nor teachers see area of co-deciding about children.
Interviewed parents are blind to possibility of building personal relations with teachers, based on love understood as a concern about human development. There is no perspective of mutual issues. Parents reveal that when it comes to their children education, they are guided by love but interpreted through the prism of their interests and horizons.
From freedom of speech to acting in favour of others
In the course of research, the respondents were also asked about understanding of the word Freedom and describe situations in which they are guided by this value in relations with teachers. Collected material was quite diverse and it covered 56 fully built parental narratives. They were categorised and the following ways of understanding freedom by parents were separated: freedom understood as liberation from teachers’ orders (21 narratives), freedom i.e. expressing opinions in educational process (14 narratives), possibility to decide about behaving in the space deprived from excessive control (9 statements), limiting free activities at school – distancing from parents’ councils, abandoning the desire to decide about educational process (9 statements) and freedom in the category of going beyond own interests (3 narratives).
Expressing opinion about freedom as a value, the largest group – 44 respondents emphasised its liberating function within teachers and parents’
relations. Respondents emphasise opportunity to decide freely about their children in the process of education, irrespective of orders or even obligation imposed by teachers, beside excessive – according to respondents – pedagogue control. These are exemplary relations of respondents: “I am a parent, and nobody can impose anything on me or control me”; “I am aware of my rights as a parent. I know that I can decide on my own and I don't have to submit to the teacher”; “the teacher cannot control me, I am a parent and I am free to decide”. Other respondents point out independence and freedom to decide about themselves as parents and
about children: “freedom is the right to decide, even about sending my child to extra-curricular classes”, “for me, freedom is an opportunity to make independent choices. Independent from the head teacher’s insistence, independent for my child's teacher or other parents' pressure”. It should be noted that 14 parents out of 56 defining freedom, while describing their relations with teachers indicate that manifesting opinion category is an indicator of described issue. The agree that liberty of expressing your own beliefs, judgements and opinions and evaluation concerning educational process builds freedom of word, thus, invites to discussion, community meetings, searching for reasonable and justified opinions. The following statement were characterised as such: “I understand freedom as an opportunity to freely represent my own beliefs. They are sometimes different from teachers' opinions or other parents' opinions. It allows for presenting your opinion and joint discussion”; “freedom of expressing opinions on various topics allows for getting to know the teacher. The teacher gets to know me as a parent and I get to know the teacher. Silence coming form an order or obligation doesn't favour relations with teachers”. Such parental actions favour building no-arbitrator dialogue with teachers and therefore enable free exchange of ideas, looking for compromise and pursuing common objectives.
Parents' councils give extended opportunities to act freely in educational process. Operating parental authorities at school not only inform or judge school procedures but enable making real, common decisions concerning students, teachers and the institution itself. Unfortunately, only 3 respondents indicate that they are willing to participate in parental councils. They are motivated by: “desire to decide about themselves and be guided by a common good”, or “responsibility for their own children and students. And joy of acting itself ”. These are parents ready to act, they are open to others and they are leaders in parents' community.
However, a larger group of 9 respondents, inform that they are distancing themselves from participating in parental authorities. Their binding nature and heteronomy and subjecting to the teaching staff is noticeable. In this situation, these parents express their freedom by: “distancing towards obligation, control and necessity to subject to the teacher”.
It is therefore reasonable to assume, that freedom – a values of implementing inside parents and teachers’ relations, assigns a place for parents in educational process and leads to a few forms of activeness: freedom of expressing opinions in educational process, making decisions about educational process of their own children, distancing from taking part in often facade and virtual parental authorities.
This state inevitably favours cooperation between teachers and parents, creating conflicts, and often controlling and critical attitude of parents towards school activities.
Love, Liberty and Responsibility. Parents and Teachers’ Relations in Primary Schools 23
One‐sided understanding of responsibility
Responsibility plays important role in parents and teachers’ relations. It is understood in individual as well as environmental and social dimension. In order to determine, what is the context of understanding the value, parents were asked to give their own definition of responsibility and distinguishing its components. There were 43 narratives, submitted to two categories: emphasising self-responsibility for fulfilled roles and shared responsibility for other people. Moreover, the research distinguished responsibility for oneself and others. The first group of parents’
narratives reflects on individual dimension of responsibility – 29 respondents. In this understanding parents emphasize clearly and particularly: “bearing consequences of your own actions”, “being responsible for your own actions and predicting their consequences”. Parents point out the meaning of “criticism and thinking over before making decisions” as well as “maturity and reflection”. Full statements of respondents refer to the circle of responsibility for parental roles.
Parents agree that they are responsible for their offspring, “their development”,
“fulfilling their needs”, “care and education” and “introducing children to important values”, broadened “education of children for life in changing social conditions”. Parents name activities which are connected, according to them, to responsible parenthood, i.e. “taking care of health and proper physical development”, “opportunities and children’s interest”, “social contacts”, as well as introducing their offspring to ‘to the cultural world’”. Respondents are aware that responsibility is an action directed to other people, especially their own children.
Understanding of responsible actions results from respecting love and children’s common good which express this value. However, in practicing love as a value, a circle of people parents include into it, are mostly children, and that is why responsibility connects to life within community, according to only 15 respondents.
It is about seeing the necessity to share responsibility for educational process of all students by the whole community of parents. One of mothers interviewed within the research, describes this dimension of responsibility in the following way: “as a mother I am not responsible for only for my child. I am also responsible for other students I know or those I only see. Responsibility means reacting to all kinds of students’ behaviour. It connects to the feeling of community with other parents”.
Such an understanding of responsibility persuades other parents to search for compromise in conflict situations with teachers, controlling their moods, feelings and emotions and bearing responsibility for given promises and obligations. This will mean that understanding and closeness will appear in teachers and parents’
relations.
Conclusion
Love, freedom and responsibility are values constituting educational process and they allow to build community relations among people engaged into transferring knowledge and shaping personality, i.e. parents, teachers and students. In the service of love, teachers and parents should be revitalised and singled out by a certain attitude based on caring for another people, especially children, who were entrusted to responsibility of adults. This is a way appointed by maturity manifested in individual, social and universal dimension. Presented results of empirical data allow to formulate the following conclusions:
1. Parents interviewed in primary schools declare that they are guided, in relations with teachers, by universal values such as love, freedom and responsibility. Up to 43.3% of respondent declare depicting relations with teachers thought the prism of love, understood as a care for childrens’ common good. What indicates actions in this determined area is determination and acting for children’s common good, often connected to building warm, atmosphere, full of respect and appreciation. Respondents express love on the plane of empathetic relations with children – students. Parents understand love as a key attitude to agree with their children. Unfortunately, love does not evoke cooperation with teachers among interviewed parents, neither opening to pedagogues nor entering dialog narratives with pedagogues.
2. Over one third of respondents (35.7%) emphasize the meaning of freedom in the process of joint actions with teachers, in their narratives. What seems interesting is that parents with children in primary schools most often depict freedom as a liberty of speech, respecting their own laws and breaking free from teachers’ orders in educational process of their children and teenage children. Parents expect to be set free in deciding about their own children in a didactic dimension. Only 7.6% of respondents understand freedom as a possibility to act for the good of others. However, majority of the group distance themselves from participating in parents’ councils.
3. Such a perspective of understanding love and freedom, transfers into parents’
definitions of responsibility. Interviewed parents define responsibility mostly in an individual dimension., accepting the consequences of their own actions, fulfilling their roles, especially parenthood roles. Environmental and social dimension of responsibility is strongly limited in parents’ group. They do not feel the need to identify themselves with the community of parents or participating in parents’ councils. This definition of responsibility does not favour active and ideological participation.
Love, Liberty and Responsibility. Parents and Teachers’ Relations in Primary Schools 25
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Viktoriia Molochenko1 Faculty of Management and Law Vinnytsia National Agrarian University
Providing Dialogue of Educational Interaction with Students for Formation the Readiness to Partnership
Summary: The article analyzes the theoretical conditions of providing dialogical character of educa- tional interaction with students, identifies the features of the main components of educational interac- tion: dialogical relations, personal positions of participants, active joint activities, information connec- tions at the value-semantic level.
Key words:external dialogue, internal dialogue, dialogical relations, personal positions of participants, active joint activity, informational connections on the value-semantic level.
The nature of interpersonal relationships both in the professional sphere and in the educational process has a decisive influence on the formation of the personality of the future specialist. Under the conditions of educational interaction, constructed on a subject-subject basis, both sides communicate as equal participants in the process of communication. Under this condition, it is established not the interrelationship “teacher-student”, but interpersonal contact, which results in a dialogue, and hence, the greatest susceptibility and openness to the influence of one participant in communication to another. The ability to interact on an affiliate basis optimizes positive changes in the cognitive, emotional, and behavioral spheres of each of the participants in the learning process.
1 rubchuk@bigmir.net
Raising the role and personality values decisively influences the nature of the relationship between the teacher and the student in the process of their interaction, the signs of which are interactivity, complicity, mutual understanding. In this regard, at the present stage of the development of a higher school, there is a need for the active implementation of dialogical forms and methods of interaction between a teacher and a student.
In the process of communication, the formation of the relations of the participants of the educational interaction takes place, and the dialogic nature creates an opportunity to adjust the peculiarities of these relationships in the context of respect for one's personality, tolerance, and the identification of everyone's potential. Thus, dialogue is not just communication, but such interaction, which essentially determines the effectiveness of professional training, providing an opportunity to identify the positions of subjects in solving problems associated with future activities. Due to the dialogic nature of the educational interaction, the intellectual positions of its members complement each other, forming an entire, which can not be reduced to a simple sum of components.
In the context of our study, the position of M. Buber and his developed system of interconnections, “I and You” [Buber 1993] deserves attention. The philosopher believes that the main factor in the development of the individual is the dialogue as a special form of relations with other individuals. An analysis of the features of communication that accompanies these relationships allows us to distinguish between external and internal dialogues, the characteristics of which determine their functional difference. Internal dialogue is a special form of human communication with itself in the individual mental process. Dialogue between “I” and “I-another”
is possible in the presence of different properties, qualities and interests. Acquiring the skills of internal dialogue during the professional training of specialists in higher educational institutions is very important for their further development in future activities. The main communicative function of internal dialogue is the compensation of defects in communication, consisting of a deficit of “positive”, a desirable, necessary personality for communication or an excess of “negative”, undesirable, inhibiting communicative contact with a real interlocutor. With the help of internal dialogue, a person retains significant autonomy from real communication partners, without ceasing to be the subject of communication.
Thus, the internal dialogue creates the preconditions for achieving a person of a higher level of understanding of partners, a new level of communicative competence. The ability of internal dialogue is inherent in every person, is a natural feature, which is based on the ability to see oneself from the side, personal reflection. At the same time, these skills each have different degrees of severity. On the other hand, the ability of dialogue within one consciousness, when “the other”
is placed within the individual, acquire a higher level of development in the process of subject-subject communication between partners and can be developed in the socio-psychological communication training.
Providing Dialogue of Educational Interaction with Students for Formation the Readiness… 29
So, internal dialogue is a compulsory component of not only self-identification of a person, but also complex forms of communication between man and another person, since “a person is able to enter into an actual, effective, productive diamonologist” [Bibler 1975, p. 264], which raises real communication with another person to a higher degree. In the description of the external dialogue, researchers note the active bilateral nature of the interaction of communication partners [Beh 2000]. Intense bilateral interaction is associated not only with the dialogue-dispute, but also with dialogue-consent, in which the views of the partners coincide and largely complement each other. It is the culture of dialogue-consent that is especially important in the field of education, learning-communication. In contrast to the external dialogue, the external monologue is a form of asymmetric interaction. In this form of communication, the influence exercised by the subject of communication on the listener is much stronger than the impact of the listener on the speaker. For a typical external monologue, not only the lack of expressiveness of the position of another in the form of an external language, but also the completeness, finality of the semantic structure of the statement, its independence from the position of the interlocutor. However, this does not diminish the role and significance of the monologue and does not mean its negative evaluation.
Important in connection with the acquisition of student-agrarian skills of partner interaction is that the basis of the dialogue is the orientation towards the search for unity, the access to the level of development and self-development of the teacher and the student as equal participants in the educational process. Their equality is confirmed by the humanization of education. The humanist position of the teacher is expressed in the ability not to magnify the professional over the human, but in the ability to see, in any external manifestations, the student's right to individuality. Humanity is an inner setting expressed in respect for the student judgments and ways of expressing them, his spiritual world, the autonomy of the decisions made, self-esteem and the dignity of others, life's self-determination. The principal importance of recognizing the subjectivity of another in the process of interaction is that it is a necessary condition for self-realization, self-understanding, self-determination of each of the direct participants in the learning process through
“clarification of oneself in dialogue” [Muntian 2006, p. 131]. The problem of constructing dialogical relations in the process of educational interaction was significantly updated at the present stage of the development of scientific pedagogical thought and reflected in the concept of personal education (O. Bondarevskaya, V. Serikov, E. Shiyanov, I. Yakimanskaya), in which the concept of dialogue is interpreted in different plane of interpretation. In the conditions of the culturological approach to the implementation of self-directed education, developed by O. Bondarevskaya, dialogue is a way of existence and self- development of man in the cultural and educational space, one of the main values of culturological person-oriented education [Bondarevska 1999, p. 257].
