Rola nauczyciela w świetle założeń edukacji postmodernistycznej
The role of a teacher in the light of the principles of postmodernist education

Summary/Abstract: In the article an author attempts to answer several questions: what are the main principles of postmodernism from perspective of its most important representatives: F. Jameson, J.F. Lyotard, J. Derrida, R. Rorty, Z. Bauman and others, is Polish society postmodernist, what are the principles of postmodern education and last but not least, what is the role of a teacher according to these principles? Referring only to the last issue, the author analyses a teacher as an individual and a professional, quoting a number of various sources and positions. The research shows that from perspective of scientists, especially those representing different from pedagogy fields of science, a teacher of postmodernist era cannot keep up with rapid changes of social reality, is lost and feels insecure, is subordinated to directives of central centres of power and struggles for survival in the postindustrial world. However, from perspective of scientists-educationalists, either Polish ones and those from Germany or the USA, whose positions were quoted in the article, postmodernism creates an opportunity to redefinition of education and to changes of the role of a teacher towards the principles of critical pedagogy. A teacher is supposed to be the centre of social and political changes aiming at the realization of real democratic society and education, is supposed to put into practice the principles of pedagogic decentralization, demands for freedom, tolerance, respecting cultural and other differences, ethics understood as a social discourse and disagreement with any social injustice. The question arises here: is that role still postmodernist or perhaps, at least partially in keeping with principles of neomodernism?

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