Etyka w szkole. Przekaz norm czy refleksja krytyczna?
Ethics in school. Transmission of norms or critical reflection?

Summary/Abstract: In this article we analyse the issue of teaching ethics in the Polish educational system from a philosophical-educational perspective. We point out the problematic understanding of teaching this subject contained in the core curriculum for primary and secondary schools. These documents simultaneously assume the necessity of internalizing certain values while fostering critical thinking, which creates both philosophical and didactic challenges. We draw attention to the consequences of treating ethics primarily as a subject with the function of formation of moral attitudes (in which critical thinking is largely simulated), rather than as a space for philosophical reflection on morality involving interdisciplinary research. Throughout our analysis, we emphasize the limitations of the teaching model embedded in the core curricula and propose an approach to school ethics education that includes not only the development of specific moral attitudes and historical-problematic knowledge but also the cultivation of critical thinking—thus supporting students’ autonomy in choosing normative beliefs—as well as the integration of current scientific findings on morality.

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