Education into identity: From „survival pedagogy” to „spiritual pedagogy”
Education into identity: From „survival pedagogy” to „spiritual pedagogy”

Summary/Abstract: I would like to present the general outlook on dominanttendencies within educational studies and shortly introducemy analysis in the context of so called „turning point”of educational discourse in the second half of XX century.I would like to propose to look at that moment of our actualcultural and educational field through two dominantperspectives and metaphors on which two different pedagogiesare grounded. I would like to introduce two domianantmetaphors within the educational field and the newtendencies, shortly how the educational studies shift fromthe „survival pedagogy” to the „spiritual pedagogy”. Ingeneral, this atriculations founded in the mindfull critics ofeducational practices undermine the cultural shift which isbased on the process of abandom the tradition values, andthe civilisation trends of development which generated theactual shape of culture to be axhausted. The great positivismproject was adjected by the new generations of educatorswith new and fresh approach to the educational problems.At that moment it’s clear that we stand before thecreation the new, alternative vision of the social world andculture in general. I would like to present the changes ofthat social process on the example XX-century pedagogy,which I hope is touched by that cultural transformation.I would like to concentrate on the educational discourse asa econcrete area of such cultural shift. It’s rather difficult torecognize the whole field of that revolutionary and alternativemovement within our culture. In my text I would liketo show the process of transition from „survival pedagogy”into „spiritual pedagogy”. As we simply know from thepoststructural perspective each of educational interpretationoperates in the social contexts has own definition ofthe aims, functions and tesks of education. After MichelFoucault works we can say that each of the educationaldiscourse and interpretation is grounded in the culturalpower/knowledge forces. The new generation of educatorsproposed new approach towards social analyses ofedacational aims and destination. In that movement themain aim of edacation is to build identity of pupils. Thereare of course many researchers shared that view on edacationaldiscourse eg. Zbyszko Melosik, Tomasz Szkudlare,Lech Witkowski, Zbigniew Kwieciński in Poland ( to giveonly representative examples) and Henry Giroux and PeterMcLaren in the United States.They proposed the newapproach towards the understanding of edacation destinationond obligations and broke the traditional interpretation.They rejected the traditional inerpretation of „formingthe reason” or „excercising the reason” as the maingoal of education towards the popular culture and sensses.And they based their interpretations on that aspect of identityconstruction process. I would like to propose in mytext general outlook at the cultural shift within educationaldiscourse as the transtition from the metaphor of „survivalpedagogy” towards the „spiritual pedagogy”. These metaphorsalso determined two different perspectives and approachesto education. I wolud argue that these perspectivesare based on the two different antopological visionsand determine different pedagogies.

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