ZAKAZANA SAMODZIELNOŚĆ POZNAWCZA: KSZTAŁCENIE POCZĄTKOWE POD PRZYMUSEM ROZUMOWANIA ZAPOŻYCZONEGO
FORBIDDEN COGNITIVE INDEPENDENCE: PRIMARY EDUCATION UNDER THE PRESSURE OF BORROWED REASONING

Summary/Abstract: The article contains an analysis of the empirical material created during the internship of students’,future primary school teachers, as a result of their observations, followed by team analysis and gath-ering in portfolios. Observations were conducted for 6 weeks in 30 different schools, lasting 120 hours(60 hours of lessons typical for initial grades and 60 hours of English lessons). Fragments from port-folios devoted to the teaching methods that children are exposed to were selected for the study. Inter-pretive analysis of documents helped to indicate a very low status of pupils’ cognitive independence,blocking creative thinking, and preventing peer learning. The strength and persistence of this teachingmodel creates the risk of developing a habit of waiting for guidance on how to think and leading toa permanent inability to reason beyond that borrowed from others.

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