Dwa językowe obrazy pedagogiki
Two linguistic representations of pedagogy

Summary/Abstract: In this article two linguistic representations of pedagogy contained in two different lines of explaining the etymology of the Polish lexeme (word) pedagogika are discussed The aim of the research is to bring to light the toposes used in the course of practicing pedagogy on the basis of two different etymological lines, to identify the models of pedagogical thinking and acting constituted on these toposes and to pay attention to the consequences arising for the contemporary understanding of the identity of pedagogy as a science. A secondary source search method and historical-critical discourse analysis were used to conduct the study. After analysing the research material it was found that when explaining the etymology of the Polish lexeme (word) pedagogika the paidetic line dominates, while the paideutic line is almost unknown. The former uses the pais-ago topos, while the latter uses the paideia topos. Over the first topos, the pais-ago model is overbuilt, over the second the paideutic model. As a result of the unquestionable domination of Polish pedagogical thought by the first of these models, the stereotype of the low scientific status of pedagogy is transmitted from one generation to the next, approaches that valorise the role of the child/ward/pupil/student in pedagogical action are distrusted and differences between pedagogical terms are eliminated.

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