Podstawowe koncepcje wychowania i paradygmaty filozofii pedagogiki

Having defined external conditions of development routes of contemporary pedagogy philosophy in Four Pillars of Education in UNESCO Report and pressure to change the knowledge paradigm of traditional education, the authors point at universal tendencies in paradigms of education knowledge. According to them, these are paradigms built basing on Socrates’ and Plato’s idealism as well as Aristotle’s realism. Having differentiated two fundamental versions in each paradigm, the authors argue that the latest concept of education for security can be legitimately mixed in the ideology of constructive educational idealism – the ideology of uncovering the hidden treasure (according to J. Delors’ UNESCO report), dialogue and education in order to be happy and safe through knowledge, activity, and cooperation. Thus, in the authors’ view, global educational space defined by the Four Pillars of the “hidden treasure” of “cognitive civilisation” is the education for security space, a new paradigm deriving from such earlier paradigms as conservative education ideology (education for Love), revolutionary ideology (education for Fight), and liberal ideology (education for Freedom).