Normatywność pedagogiki chrześcijańskiej w świetle pytań o jej empiryczne podstawy

Abstract

The problem of normativity in pedagogy stems directly from the structure of this discipline of knowledge. Contrary to common beliefs, formulating the goals of education does not need to prevent the possibility of their empirical justification. One needs to distinguish between normativity in terms of metatheory from normativity in terms of theory. Absence of such distinction results in Christian pedagogy being defined as apodictically justifying educational norms. In fact, in the past, pedagogy was pursued in that manner. Static concepts of Christian inspiration were eventually replaced by dynamic ones. The search for empirical ways of justifying educational norms in Christian pedagogy was accomplished owing to new phenomenological concepts of experience. Contemporary metaethical deliberations offer a direct impulse to change the orientation from non-empirical to empirical. They combine axiological and ontological issues. Thus, educational norms postulated in Christian pedagogy may have empirical foundations.