Optymizm pedagogiczny wobec tragicznej wizji natury ludzkiej

Abstract

The concept of tabula rasa, propagated in modern philosophy and anthropology, gave rise to contemporary pedagogical optimism, expressing conviction of unlimited possibilities in shaping personal traits of pupils, in accordance with the intended goals of upbringing. This view raises both factual and axiological doubts. The inborn traits, predispositions and talents of pupils differentiate their educational possibilities and their susceptibility to the applied methods of educational influence. Disorders and failures of the socialisation process do not necessarily signify its failure if they occur in the case of a nonconformist, contestant or potentially creative and innovative personality. The thesis of potential freedom in shaping educational processes and pupils’ personalities raises questions about the risks that arise if these processes and methods of shaping them are under the control of the wrong people or institutions. The aim of the analyses in the article is to indicate that the seemingly tragic vision of human nature, suggesting the existence of irremovable and impassable personality and characterological conditions that prevent the free shaping of pupils, develops the possibility of a differently understood and justified pedagogical optimism related to discovering the potentials, talents and predispositions that require development in the process of education and upbringing.