Ideologie nieautorytarne – rozwój jednostki a edukacja demokratyczna

Abstract

Some selected issues from the philosophy of education concern ideologies of education, especially the non-authoritarian ones indicated by Roland Meighan, the concept of person-centred education, and education for democracy. The aim of the analyses is an attempt to define a model of education that will foster young people’s creative development, respecting their autonomy and, in parallel, that will begin building a democratic society already at the stage of student communities. The ideology of autonomously learning the concept of autonomy, the principles of self-regulation in the learning process, the specific roles of the teacher and the student, as well as the style of work and strategies for acquiring knowledge and skills – all these issues are discussed in the context of the problem of achieving the goals of democratic education. The issue of individual freedom and autonomy in education is analysed and, drawing on the example of an English independent school, the features of the educational process which lead to the realization of most of the assumptions of non-uthoritarian ideology and a flexible approach to teaching are described. In the ‘learner-centred school’ model of Donna Brandes and Paul Ginnis, based on the humanistic approach to education developed by Carl Rogers and Fritz Perls, the autonomously developing individual has the opportunity to experience the limits of freedom, responsibility for their choices and for the quality of relationships, as well as cooperation and community building based on democratic principles. The analysis of the democratic model of education and school practices indicates the possibilities for building democratic student communities while at the same time providing conditions for the comprehensive development of the person and their autonomy. It is a philosophy of education focused on the person – one who belongs a community of autonomous individuals.