Kontrowersje wokół moralnego statusu pedagogicznej codzienności

The aim of the text is to draw attention to the controversies over the moral status of pedagogical everyday life. I try to show that the pedagogical thinking and practice is destined to ethical controversy that goes much further than axiological justification for education goals. I draw attention to the three possible view of the relation normativity – everyday teaching/learning. First, it involves strictly to the existence of morality in everyday life. The second relates to the question of what we consider to be subject to moral evaluation and when we refuse such status. Third, in turn, focuses on the question of the possibility of founding morality on the everyday experiences of individuals and groups. In his article, I try to identify the contributions to the pedagogical controversies of each of these areas.