Wolność jak chałwa? O uwarunkowaniach szkolnego dialogu interpretacyjnego
xmlui.dri2xhtml.METS-1.0.item-citation: Annales Universitatis Paedagogicae Cracoviensis. 71, Studia at Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 1 (2010), s. -153
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This article takes up the problem of relation between values such as truth, freedom, democracy, tolerance, solidarity or objectivism, which determine the conditions of the interpretational dialogue in class. In showing the potential tensions, conflicts, and oppositions, the author tries to edge them at first, in order to consider the foundations of particular oppositions, and the possibility of eliminating divisions wherever it is feasible. The central issue of the article is the problem of truth, with reference to various philosophical concepts (at the levels of ontology, epistemology, and logic, or, more broadly, the philosophy of language). The author considers the importance that is attributed to this value in the life of the society, in the political, religious, scientific, and finally educational sphere. Aware of the risks and the restrictions imposed on achieving the truth, as well as the dangers associated with a dogmatic belief in the unique truth, once only attained, the author postulates – in an argument with the so-called “relativist” concepts – the necessity of reasonable defence of that value, especially in the educational process.