Treści kształcenia dydaktycznego polonistów wobec uwarunkowań kulturowych procesu edukacyjnego

Abstract

The present essay contains an attempt to answer the question how culture conditions educational process: the teaching of Polish, and, in consequence, how it influences the contents of didactic training in university studies of Polish Philology. Among different ways of the understanding of culture the one which exposes its anthropological-and-semiological nature was chosen. This results in following assumptions: there is a common theleological perspective for all the levels of education, namely, the forming of the consciousness of a human being, providing him with the chances for self-improvement and self-realization; a genuine pertaining in culture meaning the understanding of the signal-and-communicative nature of the transmittance of culture which not only is important but brings with it certain values promotes this aim. The culture we live in is a result of the power of tradition and the pressure of contemporary cultural situations. Hence a good orientation in the process of. the selection of traditions is very important for a teacher of Polish. Being both a depositary and a distributor of cultural values he ought to wish and to be able to select from a national tradition everything which is of in questionable value, these choices, free from the ideological constraint, will permit the teacher to be both reliable and responsible in his actions. Semiotic awareness will help him in the interpretation and evaluation of both the past and contemporary culture. The mass nature of the latter, its accessibility due to electronic media - all these factors favour the originating among the pupils of the play-and-consumer attitudes, a unification of behavior, a thoughtlessness, a deformation of the hierarchy of values, a bewilderment. School Polish education should therefore explain the iconosphere, provide the reasons for the recognition of the valuable phenomena of modem culture, in a word, help to form elevated cultural preferences. So the didactic training of the students of Polish should to a greater extent concentrate on the moral, intellectual, and emotional formation of a teacher. An attempt at the active and competent pertaining in culture, in semiosis, and, first of all, the knowledge how to select values together with the wish to defend them will determine a morally integrated personality of a teacher of Polish.