Introduction
Abstract
Contemporary culture encourages us to strive for professional excellence, but when it comes to morality, we are too often satisfied with being “good enough”. From the pedagogical point of view, this raises the danger of technocratism, i.e., the belief that the highest professional qualifications automatically make us experts in a given field. The danger lies, firstly, in the fact that it prompts us to adopt the model of educating technocrats as the goal of education – specialists in a narrowly understood field. Equally harmful in its effects is the second type of danger, which is expressed in the fact that we (educators and educators) can perceive ourselves as technocrats – the efficient functionaries of education, able to carry out every task set before us, but without subjecting it to broader reflection or moral evaluation.
References
Kola A.M. (2019). Mistrz jako kategoria historyczna, kulturowa i pedagogiczna. Wprowadzenie w problematykę, „Nauki o Wychowaniu. Studia Interdyscyplinarne”, vol. 8, no. 1, pp. 43–69, https://doi.org/10.18778/2450- 4491.08.05.
Stróżewski W. (2007). Promieniowanie mistrza, „W drodze”, no. 2(402), pp. 59–65.
Woroniecki J. (1986), Katolicka etyka wychowawcza, vol. 2: Etyka szczegółowa, part 2, Lublin: Redakcja Wydawnictw KUL.
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