Na tropie dyskursu traumy w metodologicznej samowiedzy pedagogicznej

Abstract

This article is theoretical and corresponds with the one of the key discussion areas about pedagogy’s identity. The subject of the discussion is methodological pedagogical self-knowledge assumed as the se of pedagogical judgements and images about pedagogy as scientific discipline, its knowledge and research practice. The first part deals with the identity problem of pedagogy as a scientific discipline. The second part covers the relationship among methodological culture, knowledge and pedagogical research practice. The third part concerns the phenomenon of pedagogical self-knowledge and, in particular, the areas of its regulation and its production need in relation to three temporarily differentiated context for the development of the pedagogy’s identity. The experience of this changes correspond with specific way of creating pedagogical knowledge, based on the assumptions of trauma discourse.