Pedagogiczne konteksty humanistyki Floriana Znanieckiego w najnowszej interpretacji Lecha Witkowskiego – wnioski dla Ukrainy: (na podstawie książki Lecha Witkowskiego “Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia”, 2022)

Abstract

The article substantiates the pedagogical aspects of the humanities as presented by the Polish scholar Florian Znaniecki, through the prism of current concerns of Ukrainian science, using the materials from Lech Witkowski’s extensive book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia [False claims and transactuality in the Humanities. Florian Znaniecki: the legacy of ideas and its ruptures.] Analysing Znaniecki’s contradictory viewpoints regarding the role of pedagogy in the system of humanistic knowledge, Witkowski convincingly emphasizes the “pedagogy” or pedagogical orientation of Znaniecki’s scientific work and identifies the actual tasks for modern pedagogy, based on the contradictions of modern cultural life or the democratic ideal. The author of the article attempts to place these emphases (Is pedagogy a humanistic or a social science?) and to reevaluate fundamental notions in the field of methodology through the prism of Ukrainian humanities. Witkowski also identifies contemporary objectives for modern pedagogy, drawing from the discrepancies observed in current cultural dynamics or the democratic paradigm. The author emphasizes the challenges of modern humanities in the context of the formation of democratic values, fostering national identity, promoting civic engagement, and media culture to counteract the information war, interdisciplinary approach, complementarity, and social orientation in the post-humanist paradigm. The article analyses some critical aspects of Znaniecki’s views in the latest interpretation of Witkowski, who convincingly goes beyond the traditional receptions of the Polish sociologist’s pedagogical discourses. The article highlights the topical issues of academic (dis)integrity, according to L. Witkowski’s book, in which Znaniecki’s theoretical concept of conjugated duality, irrationality, and bureaucratization of science gains significant prominence.The article substantiates the pedagogical aspects of the humanities as presented by the Polish scholar Florian Znaniecki, through the prism of current concerns of Ukrainian science, using the materials from Lech Witkowski’s extensive book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia [False claims and transactuality in the Humanities. Florian Znaniecki: the legacy of ideas and its ruptures.] Analysing Znaniecki’s contradictory viewpoints regarding the role of pedagogy in the system of humanistic knowledge, Witkowski convincingly emphasizes the “pedagogy” or pedagogical orientation of Znaniecki’s scientific work and identifies the actual tasks for modern pedagogy, based on the contradictions of modern cultural life or the democratic ideal. The author of the article attempts to place these emphases (Is pedagogy a humanistic or a social science?) and to reevaluate fundamental notions in the field of methodology through the prism of Ukrainian humanities. Witkowski also identifies contemporary objectives for modern pedagogy, drawing from the discrepancies observed in current cultural dynamics or the democratic paradigm. The author emphasizes the challenges of modern humanities in the context of the formation of democratic values, fostering national identity, promoting civic engagement, and media culture to counteract the information war, interdisciplinary approach, complementarity, and social orientation in the post-humanist paradigm. The article analyses some critical aspects of Znaniecki’s views in the latest interpretation of Witkowski, who convincingly goes beyond the traditional receptions of the Polish sociologist’s pedagogical discourses. The article highlights the topical issues of academic (dis)integrity, according to L. Witkowski’s book, in which Znaniecki’s theoretical concept of conjugated duality, irrationality, and bureaucratization of science gains significant prominence