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Abstract

Pedagogy is not an autonomous science, independent in terms of cognitive theory and methodology from other sciences. Both the subject – man, the method – a specific way of explaining and justifying key statements, and the goal – the fullness of a person’s personal life, are not formulated without a philosophical, especially anthropological reference. Each of the existing pedagogical concepts naturally assumes a specific vision of the world and man, which remains beyond the competence of pedagogy. Pedagogy only assumes it, makes it a starting point for further discourse in the area of its research. It follows that pedagogy is not an autonomous science in relation to philosophy. Therefore, the educator must be aware of what kind of philosophy it is and whether it meets the criteria of rationality and reasonableness of scientific discourse. In the face of the contemporary confusion of thinking about man, referred to as the “anthropological error,” especially when confronted with the dynamically spreading ideology of the so-called multiculturalism proclaiming the equality of different anthropologies and different theories of education, there is an urgent need to recall and critically rebuild the tradition of personalistic pedagogy. Upbringing should be anchored in ethics as a theory of morality and understood as the actualization of human potential in the perspective of “being-for-others.”
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Authors and Affiliations

ks. Wojsław Czupryński
1

  1. Uniwersytet Warmińsko-Mazurski w Olsztynie
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Abstract

This study aimed to evaluate the dynamics of emotional and psychological behavior indicators in children aged 7-8 years in modern society. The study was conducted in 2018-2019 in Moscow (Russian Federation) and included a total of 600 children of the second – third grades in three secondary schools. The first group included children from families with high social status and higher education of both parents, the second group comprised children from middle- class families with secondary special education of parents, and the third group enrolled children from low-income families with incomplete secondary education of parents. Children were tested for aggressiveness as well as attitudes toward family members. It has been established that in the first group, the model of upbringing was dominated by hyper- socialization of the authoritarian type. In the second group, the model of education was more balanced, symbiosis and cooperation dominated, exceeding the other parameters by 1.3–1.9 times (p ≤ 0.05). In the third group, average and high levels of aggression were stated to be significantly higher – 1.6–2.2 times (p ≤ 0.01). In the third and first groups, there was a direct connection between the frequency of instrumental aggression and negative attitude towards siblings (0.65 and 0.84, respectively).
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Authors and Affiliations

Sergey Khrameshin
1
Natalya Antsiferova
2
Marina Seluch
3
Zukhra Ismailova
4
Svetlana Kozlovskaya
5

  1. Slavic-Greek-Latin Academy
  2. Department of State, Municipal Management and Law, Kursk Academy of State and Municipal Service
  3. Department of Psychology and Pedagogy, Amur State University
  4. Department of Professional Education and Physical Education, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers
  5. Department of Social Work, Russian State Social University
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Abstract

In the author’s opinion the traditional image of a human is incorrect: it is not the rational soul that directs people’s behaviour, but a set of programs (neural applications) recorded in the brain. The ego (sense, awareness, will) is able to block their action as long as the upbringing of the person in question has created the right habits and thus initiated proper programs in the brain. Human (as well as animals) turns out to be a combination of the matter (‘body’), spirit (‘ego’) and abstracts (neural applications). The difference between humans and animals is the complexity of human’s neural software and the ability to pursue the non-utilitarian purposes.

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Authors and Affiliations

Jędrzej Stanisławek
ORCID: ORCID

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