Basic Determinants of Integral Pedagogy
Basic Determinants of Integral Pedagogy

Summary/Abstract: Objectives: The aim of the study was to present the basic determinants in integral pedagogy. The term ‘basic determinants’ was used in the topic rather than, for example, ‘basic assumptions’, as it was considered that this formulation would better protect pedagogy (the discussed approach – integral pedagogy) as a field of science leading to the recognition of the truth about education. Material and methods: Subject literature included in the bibliography of Polish and foreign authors was used. The used method of pedagogical hermeneutics fulfills two basic tasks: 1. introduces the reader to a specific research proposal; 2. arouses interest in the described proposal. Results: 1. Through the study of the literature on the subject, the presence of intensive scientific research in contemporary pedagogy in the field of issues specified in the topic of the article was demonstrated. 2. It has been shown that the ‘basic determinants in integral pedagogy’ also apply to the entire pedagogy, regardless of the specifications that are used in its scientific practice. 3. It has been shown that the basis of integral pedagogy is philosophical realism and the understanding of man and his upbringing initiated by the ancient Greeks. 4. The danger of reductionism was pointed out when the personalistic theory of man is rejected in pedagogy. Conclusions: Despite the article’s theoretical nature, the topic discussed is important for formulating practical upbringing and educational activities which, if they are to be effective and helpful in human development, cannot deviate from the integral – and can also be considered holistic – approach of applied pedagogy. It seems that on the realistic and personalistic basis cited in the article, specific programs and principles can be created to avoid the danger of reductionism in educational activities.

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