Nauczyciel akademicki w autobiografiach naukowych

Abstract

The thing that helps to shape the scientific profile of an academic teacher are the scientific autobiographies, which deal with the life and creative activity of the scientific workers. The portrait of an academic teacher functions not only in the academic everyday life, but also in scientific autobiographies. In both cases, the understanding of an academic teacher is imprinted with a purely didactic function along with science and creativity. The belief that scientific autobiographies can be useful in shaping valuable attitudes through introduction to a scientific work climate was declared by authors such as: A.B. Dobrowolski, W.I. Beveridge, D. Watson, A. Matejko, S. Błachowski, H. Seyle, M. Siemieński, J. Kozielecki, W. Świętosławski, M. Łobocki, et al. However, there are scientists that present totally opposite attitudes, i.e. they deny the usefulness of scientific autobiographies in the recognition of the productive process of a researcher, e.g. the view of Kevin Dunbar that the analysis of scientific autobiographies constitutes “an obsolete method” of formulating rules that determine the findings. Despite the reservations, it seems that autobiographies can still perform boosting functions in the process of effective didactic-scientific work by stimulating, motivating and creating a favorable climate.