Wrażliwość jako przedmiot refleksji pedagogicznej
Sensitivity as a Subject of Pedagogical Reflection

Summary/Abstract: The goal of the article is to dwell upon sensitivity and its compre-hension, and on the meaning of shaping sensitivity for the quality of everyday functioning. The research issue is to answer the question: what is human sensitivity like? The structure of the article contains three parts: theoretical and empirical characteristics of sensitivity, and the practical aspect of its shaping in the upbringing process. The theory of sensitivity is interdisciplinary. In the full meaning of sensitivity, four components are pointed out: cognitive, emotional, act-ing and moral one. The function of integrating particular aspects of understanding sensitivity is ascribed to pedagogical theory. The em-pirical research considering sensitivity is heading towards diagnos-ing it and searching for its relationships with other phenomena. The scales of sensitivity levels are constructed for children, adolescents and adults. The examples of studies of Polish and foreign scientists are provided. The empirical characteristics of sensitivity reveals it as a phenomenon which may be treated as a resource that facilitates human functioning in everyday life. The conclusions from the theoret-ical and empirical characteristics of sensitivity have been treated as an important premise for shaping sensitivity in the processes of education and upbringing. Those conclusions constitute the third part of the article and they can be used for creating and adjusting the upbringing practice.

• Details
• Contents