Edukacja jako „impuls do pełnego rozwoju”? W kręgu jungowskich inspiracji

Within the field of Jungian inspirations: Education as an “impulse to full development”? The educational aims of the educational reform which is now well underway come in the form of measurable and material indicators such as the results of the external test, educational added value or test pass rate with respect to the secondary school final examinations. There is no doubt that until recently such terminology was reserved for economics. It is worth remembering that the primary aim of education, as declared in the Education Act, is “to provide an impulse to full development of each student”. By its nature, such an aim is non-measurable and intangible. The paper shows that education subordinated to external examinations is a barrier to the comprehensive development of the young as defined in Jung’s theory. Basic functions concerning reception and valuation of information in relation to the formal requirements laid down for the secondary school final examination in Polish were analysed. The nature of these requirements may lead to the dominance of sensing-thinking type in the comprehensive cognition of a human personality. Other preferences may prove useless or simply harmful. Jung’s theory helps point out that educational requirements subordinated to measurable indicators are painfully one-sided. Consequently, they pose a serious risk of developmental fragmentation