Autorytet wiedzy królewskiej czy autorytet wiedzy służebnej?
The Authority of Royal Knowledge or Authority of Servile Knowledge?

Summary/Abstract: RESEARCH OBJECTIVE: The aim of this article is to expose the concept of authority from two cognitive perspectives: instrumental-technical and philosophical-pedagogical. These perspectives imply two types of knowledge: servile knowledge concerning human biopsychosocial self-preservation and royal knowledge concerning the (self-)education of man. THE RESEARCH PROBLEM AND METHODS: The research concerns the sources of legitimacy of both servile knowledge and royal knowledge, which influence the potentially authoritative status of each. The research method that will allow for the analysis and assessment of the problematic nature of authority in selected types of knowledge, is the hermeneutic method, oriented towards identifying the horizons of possible meaning of phenomena and processes concerning human life. THE PROCESS OF ARGUMENTATION: The structure of the article consists of the relation of servile knowledge to royal knowledge in the perspective of the considerations of Robert Kwaśnica and Piotr Nowak. There will be conjured up the constatation about the progressive technocratization of the school and university institutions as places of cognitive and ethical epiphanies related to the royal knowledge, in favor of universal education that is exclusively vocational and servile. RESEARCH RESULTS: The complementarity of servile knowledge and royal knowledge is justified as coexisting dimensions of pedagogical self-knowledge. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The conclusion and recommendation from this study is to incorporate the dialectic of ontologically differentiated authoritative knowledge into pedagogical practices.

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