Problems and directions of early school education in modern pedagogical discourses

Abstract

I take up the issue of a discourse concerning areas and perspectives of the primary education in this work. The examination of the discursive thinking on primary education I carried out on the basis of pedagogical, psychological and sociological reflection taken up in the literature on the subject. Those inspirations make an impulse to comprehend the educational reality. According to D. Klus-Stańska, a teacher of primary education or training always participates in some kind of discourse. The principal issue for the view of teacher’s professionalism is the state of awareness of his/her discourse, its contents and consequences, as well as reaching the maturity for critical reflectivity and possibility of transformation . In connection with the above the work concentrates on presentation of reasons for functioning of opposing educational discourses: adaptive-bahavioristic and critical-creative. The former “invokes return longings for mentally domesticated world” since it is strengthened by the socially accepted values. The latter, critical-creative one is connected with the postulated system of values which conditions the subjectivity of interpersonal relations and change of forms and aims of school education as well.