Krytyka „dumnego rozumu”. Projektowanie wiedzy niepokornej według Janusza Korczaka
Criticism of “Proud Reason.” Designing Rebellious Knowledge According to Janusz Korczak

Summary/Abstract: The author adopts the perspective of the anthropology of knowledge focused on the media, genres, and practices of creating and distributing science, as well as new studies on childhood. The aim of this article is to analyze the concept of knowledge present in the texts of Janusz Korczak/Henryk Goldszmit, with particular emphasis on his early text, Momenty wychowawcze (Educational Moments). In Korczak’s view, children are the principal victims of modernity. They are the weakest subjects and therefore most fully expose the usurpation of expert knowledge, which is intended primarily for privileged groups and creates a system that deprives both children and their caregivers of subjectivity. Therefore, the emancipation of children requires a critical look at the instruments of science. It also calls for the development of the foundations of rebellious knowledge, based on reflective techniques of (self-)observation and the participation of the subjects, in this case children, in the process of its creation.

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